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H.  B.  VVILSO 


GIFT   OF 
H.B.Wilson 


Outlines  for  kindergarten 


AND 


PRIMARY   CLASSES 


IN 


THE  STUDY  OF  NATURE  AND 
RELATED  SUBJECTS. 


ARRANGED  BY  MONTHS. 


BY 

E.    MAUD   CANNELL 

AND 

MARGARET  E.   WISE. 


E.   L.    KELLOGG  &   CO., 

NEW  YORK  AND  CHICAGO. 


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Copyright,  1897,  by 

E.  L.  KELLOGG  &  CO., 

NEW   YORK. 


PREFACE. 


THESE  outlines  are  the  outgrowth  of  an  effort  to 
help  young  teachers  to  live  close  to  the  heart  and 
interests  of  the  little  child,  and  yet  to  do  this  in  a 
logical,  connected  way.  They  aim  to  be  scientifi- 
cally accurate,  suggestive  in  development  and 
device,  while  leaving  to  each  teacher  full  oppor- 
tunity for  originality  and  spontaneity. 

These  outlines  have  been  successfully  used  for  the 
past  three  years  in  the  kindergarten  and  first  grade 
of  the  practice  department  of  the  Michigan  State 
Normal  School,  and  the  many  demands  for  them  by 
graduates  and  others  have  led  to  their  publication. 

We  hope  that  these  outlines  are  based  upon  the 
best  and  truest  interpretation  of  the  doctrine  of 
correlation.  It  is  not  always  possible  to  correlate 
gift-work  in  the  kindergarten  and  give  the  child  full 
scope  for  testing  his  own  powers  and  the  possibili- 
ties of  his  material,  nor  is  it  conducive  to  childish 
interest  and  right  concepts  of  life  that  the  first-grade 
pupil  in  making  his  number  problems  confine  his 
thoughts  entirely  to    one    topic,    e.g.,    Indian    life. 

3 

i  tut* 


4  PREFACE. 

Songs,  games,  and  stories  on  subjects  not  here  given 
will  of  course  find  place  upon  the  program,  and 
rightly.  The  spirit  of  unification  for  which  Froebel 
stood  demands  one  thing,  however,  and  this  essen- 
tially: that  the  ideas  introduced  from  month  to  month 
bear  essential  relations  to  the  life  of  the  child  and  to 
each  other,  and  that  the  child  see  more  and  -more  full)' 
his  oivn  ?iature  and  his  place  in  the  world.  For  exam- 
ple, the  ideas  of  interdependence  gotten  from  his 
study  of  the  home  in  September  must  widen  in  its 
applications  and  deepen  in  its  meaning,  and  draw 
to  itself  new  examples  throughout  the  year.  The 
spirit  of  thankfulness  apparently  culminating  in 
Thanksgiving,  works  out  in  love  for  friends  at 
Christmastime,  in  patriotism  on  Washington's 
birthday,  and  in  faith  and  insight  at  Easter. 

Where  there  is  a  kindergarten  preparatory,  there 
should  be  a  division  of  the  work.  Under  each 
topic  the  principal  ideas  lie  within  the  experience 
of  the  kindergarten  child.  There  is  a  real  value 
in  the  first  grade  taking  up  these  same  subjects  in 
which  the  child  has  already  gained  an  interest  in  the 
kindergarten  and  giving  them  a  fuller  treatment. 
The  child  is  delighted  that  he  can  from  the  first  con- 
tribute something  to  the  common  fund,  his  interest 
is  held,  and  he  has  a  foundation  upon  which  to 
build  quickly.  Care  should  be  taken,  however,  to 
make  such  division  of  the  outline  that  the  primary 
pupils  while  singing  their  old  songs  and  telling  their 
old  stories  also  have  new  and  fresh  material. 


PREFACE.  5 

It  is  of  course  impossible  to  make  out  a  set  pro- 
gram for  the  kindergarten,  covering  the  gift  and 
occupation  work  for  each  division.  The  true  kin- 
dergartner  will  never  desire  this,  and  it  is  not 
intended  to  help  those  who  have  not  had  training 
to  conduct  a  so-called  kindergarten. 

In  the  schoolroom  these  outlines  may  form  the 
basis  for  the  language  work  and  the  reading  lessons 
— sometimes  for  the  opening  talk  of  the  morning 
and  for  the  number  lessons.  Lessons  upon  these 
subjects  are  written  on  the  board — often  being 
made  by  the  children  themselves,  and  may  be  type- 
written or  printed  for  drill-work  in  review.  A 
judicious  disposition  of  the  material  in  the  older 
readers  will  make  much  of  it  available.  For  exam- 
ple, many  of  the  older  readers  have  considerable 
reading  matter  on  children's  toys  which  can  be 
utilized  at  Christmas-time. 

The  child's  interest  can  be  keenly  aroused  only 
for  what  in  some  way  touches  his  nature  and  comes 
within  his  experience.  The  details  of  these  out- 
lines do  not  necessarily  make  them  heavy.  They 
are  but  the  recording  of  what  we  may  naturally 
expect  to  be  either  within  the  child's  own  experi- 
ence or  within  his  power  to  get,  and  which  he  will 
express  if  the  opportunity  be  offered.  If  this  be 
not  so,  the  details  must  be  cut  to  suit  the  child's 
own  needs.  A  paucity  of  ideas  is,  however,  a 
defect  of  many  a  school  curriculum. 

To  give  concrete  expression  to  the  child's  con- 


6  PREFACE. 

cepts  we  have  suggested  a  wide  range  of  hand-work, 
suitable  for  the  different  divisions  of  a  kinder- 
garten or  as  a  fund  from  which  the  primary  teacher 
may  select.  There  are,  however,  some  considera- 
tions which  should  govern  the  selection  of  the 
material  in  which  an  idea  should  be  expressed.  In 
general,  it  is  well  to  represent  an  object  in  its  most 
lifelike  and  natural  aspect — e.g./an  object  having 
three  dimensions,  as  a  churn,  is  better  represented 
in  cardboard  or  clay-modelling,  while  for  sewing, 
a  selection  should  be  made  from  objects  having 
two  dimensions  and  whose  outlines  make  them 
suitable  for  decorative  design,  as  leaves,  flowers,  or 
geometric  patterns. 

Encourage  large,  free  work.  In  cardboard  sew- 
ing let  the  stitch  be  the  length  of  the  line,  thus  saving 
nerves  and  eyesight,  and  emphasizing  the  point  as 
the  necessary  limit  of  a  line.  Little  has  been  sug- 
gested in  "  sequence-work,"  in  flat  representations 
with  tablets,  or  in  fine  folding,  while  plastic  ma- 
terials, such  as  drawing,  painting,  free-hand  cutting, 
and  clay-modelling,  are  preferred. 

The  child  needs  a  variety  of  occupations,  yet  must 
see  in  them  all  a  common  use — that  they  afford  an 
opportunity  for  the  expression  of  ideas  in  many 
ways. 

The  primary  teacher  will  often  prefer  sewing  on 
cloth  to  cardboard,  and  will  use  block-building  as 
an  aid  to  the  number  lesson.  The  use  of  kinder- 
garten   material    in    the   kindergarten    way   is   not 


PREFACE.  7 

advocated  for  the  schoolroom.  More  and  more 
the  child's  activity  must  be  directed  toward  a 
definite  end  controlled  by  a  conscious  volition. 
His  thoughts  and  interests  change  with  his  growth, 
but  the  reproduction  of  his  work  is  as  vital  as  the 
expression  of  his  play,  and  the  use  of  kindergarten 
material  is  legitimatized  by  the  suitability  of  its 
selection. 

The  vital  consideration  regarding  hand-work 
which  makes  it  of  any  worth  is  that  it  be  genuinely 
the  child's  story  of  himself  and  an  honest  effort 
toward  greater  power. 

The  teacher's  hand  must  be  restrained  entirely 
to  suggestion  and  guidance;  it  must  never  appear 
in  re-shaping  and  perfecting  of  details. 

The  references  have  been  selected  with  thought 
to  their  accessibility  and  good  standing.  Many 
more  could  have  been  given,  especially  to  books 
accessible  to  kindergartners  and  to  scientific  aids  in 
the  preparation  of  the  subject-matter.  A  few  good 
and  inexpensive  books  which  if  not  at  hand  can  be 
easily  obtained  have  been  used  freely. 


©utltms  for  Eintrergartm 
anlr  primary  S&imk* 


SEPTEMBER. 

General  Thought. 


Family  Life.- 

The  dependence  of  each  member  of  the  family 
upon  the  whole. 

The  similarity  of  family  life  as  seen  in  comparing 
our  own  homes  with  those  of  the  birds  as  to: 
Paternal  and  maternal  care. 
Life  of  the  young:  infancy,  activity,  growth, 

responsibility. 
The  bond  of  common  sympathy  springing 
from  similar  experiences  which  unites  all 
family  lives. 
Preparation  for  winter,  as  seen  in  the  mak- 
ing of  winter  homes  by  caterpillars — 
chrysalis  or  cocoon. 

9 


io  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

FIRST  WEEK. 

Our  Own  Family  Life. 

Members:  father,  mother,  children. 
Love  for  one  another,  as  seen  in: 

Care  for  the  young. 

Food. 

Shelr.fr. 

Clothing. 

Education. 

The  obedience  and  helpfulness  of  the  child. 

In  all  this  compare  the  dependence  of  the  young 
child  with  that  of  the  young  bird,  and  introduce 
games  illustrating  the  movements  and  habits  of 
birds. 

Help  the  children  to  feel  the  love,  dependence, 
and  mutual  helpfulness  existing  among  the  members 
of  the  kindergarten  or  school.  In  making  the  home 
the  centre  of  the  work  at  the  beginning  of  the 
school  year  the  teacher  must  exercise  tact  and 
watchfulness,  especially  in  the  kindergarten.  If 
there  are  children  who  feel  keenly  their  first  separa- 
tion from  the  home,  bring  out  the  central  thought 
of  love  and  dependence  through  the  life  of  the  bird, 
touching  lightly  upon  their  own  home  experiences. 

Encourage  the  children  to  watch  the  birds,  care- 
fully noticing  their  movements  and  song,  and 
through  this  help  them  to  feel  a  real  sympathy  with 
bird-life.     Also  notice  the  location  and  construction 


SEPTEMBER.  II 

of  different  kinds  of  nests.  To  guard  against  the 
formation  of  habits  of  cruelty  it  is  well  for  the 
teacher  to  provide  herself  with  specimens  for  closer 
study  in  the  schoolroom. 

SONGS   AND    GAMES. 
"  This  is  the  mother  so  kind  and  dear." 
Songs  for  Little  Children,  Part  I .  .  .  Eleanor  Smith. 
"  Fly,  little  bird,  fly  around  the  ring." 

Merry  Songs  and  Games .  .  .  Hubbard. 
"  Good-morning,  lovely  playroom." 

Song-stories  for  the  Kindergarten  .  .  .  Hill. 
Postman. — Kindergarten  Chimes  .  .  .  Wiggin. 
Prayer. — Father  of  all  in  heav'n  above, 
We  thank  Thee  for  Thy  love. 
Our  food,  our  homes,  and  all  we  wear, 
Tell  of  Thy  loving  care.     Amen. 
Song-stories  for  the  Kindergarten  .  .  .  Hill. 

STORIES. 

Little  Servants. — In  the  Child's  World,  p.  108 
.  .  .  Emilie  Poulsson. 

The  Story  of  Tip-Top  (bird-story,  obedience). 

Kindergarten  Gems  .  .  .  KetcJium-J orgenscn . 

A  Queer  Place  for  a  Bird's  Nest. 
Kindergarten  Stories  and  Morning  Talks  .  .  .  Wiltse. 

MATERIALS. 

Gifts. — First  Gift  Plays:  Represent  the  life  and 
activities  of  the  child  and  the  bird — e.g.,  jumping 
(bounding  the  ball),  little  birds  in  the  nest  (ball  in 


12    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

the  hand),  parent  birds  flying  for  food  (swinging  the 
ball). 

Building-gifts.  Represent  homes,  lumber-yards, 
cars,  boats,  wagons,  etc.,  for  the  transportation  of 
lumber. 

Use  whatever  gifts  the  children  of  a  particular 
division  are  working  with,  and  represent  transporta- 
tion only  if  the  children  are  ready  for  it. 

Tablets.  Represent  birds  with  the  different  kinds 
of  triangles — e.g.,  right  scalene. 

Lentils.  To  be  used  in  representing  dishes,  etc., 
in  the  playhouse. 

Modelling. — House  based  upon  a  cube,  or  upon  a 
cube  and  a  right-triangular  prism.  Birds,  nests, 
and  eggs. 

Cutting. — Birds  and  eggs.    (Free-hand  or  stencil.) 

Folding. — House,  roof,  dining-table,   tablecloth. 

Pasting. — Use  circles  to  represent  First  Gift  balls 
and  colored  birds.  Reproduce  tablet-work  in  par- 
quetry.     Mount  cuttings. 

Sewing. — House,  birds,  eggs.   (See  Introduction.) 

Drawing  and  Painting. — First  Gift  Balls.  Little 
children's  dresses  (illustrating  the  mother's  care  for 
the  children). 

SECOND   WEEK. 

Occupations  of  the  Home.     A  Larger  Idea   of  the 

Home. 
Occupations  of  the  members  of  the  family: 

The  Father. — "  He  goes  to  work  and  earns  money 


SEPTEMBER.  13 

to  buy  food  and  clothing  and  to  keep  a  house  for 
us.  He  helps  mamma  take  care  of  the  little  children 
when  he  is  at  home.  He  hangs  the  pictures,  drives 
nails,  and  brings  in  coal  for  her.  He  takes  care  of 
the  yard  and  the  cow  and  the  horse  if  we  have 
them.  He  plays  with  the  children  in  the  evenings 
and  tells  them  stories  while  he  sits  by  the  fire  with 
the  baby  on  his  lap,  and  closes  the  doors  and  win- 
dows when  we  go  to  bed.  Altogether  a  very  helpful 
and  cheerful  somebody  to  have,  and  we  could  not 
do  without  him." 

Let  the  children  tell  what  their  papas  do,  thus 
bringing  out  trades  and  occupations.  Especially 
emphasize  the  carpenter  to  illustrate  a  father's  work 
and  to  correlate  with  the  main  thought  of  homes. 

The  Mother. — "  She  takes  care  of  the  house, 
cooks  our  food,  washes  and  irons  our  clothes  as  well 
as  making  and  mending  them,  rocks  the  baby  to 
sleep,  and  sings  him  little  songs.  She  binds  up  our 
fingers  when  we  cut  them.  She  helps  us  to  make 
little  pies  when  she  makes  big  ones,  tells  us  stories, 
and  kisses  us  when  we  get  into  trouble,  and  has  a 
smile  for  papa  when  he  comes  home." 

The  Children,  their  Work  and  Play. — "  Brother, 
if  he  is  large  enough,  helps  papa  with  the  garden, 
the  horse  or  the  cow,  feeds  the  cat  and  the  dog, 
and  brings  in  kindling-wood  and  water,  runs  errands 
for  mamma,  and  builds  block  houses  for  the  baby." 

"  Sister  helps  mamma  when  she  sweeps,  for  she 
has  a  little  broom,   she   irons  some  small  pieces, 


14    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

helps  mamma  wash  the  dishes,  answers  the  door-bell 
when  it  rings,  and  runs  to  get  papa's  letters  and 
papers  from  the  postman." 

"  So  we  see  that  every  one  in  the  family  helps  to 
make  everyone  else  happy."  See  Practical  Sug- 
gestions for  Kindergartners  .  .  .  Gregory. 

We  have  been  talking  about  our  homes  and  those  ^x/^.  . 
of  other  people.      Have   we   ever  thought  of  the/WJt^*-.tf^^ 
many  little  homes  around  us  for  spiadrs,  ants'7bees,Xk<-&-^wa 
etc.,  and  how  wonderful  these  homes  are?     Arouse 
an   interest  in  watching  the  construction   of  webs 
and  ant-hills,  notice  the  industry  and  perseverance 
displayed,  and  tell  that  all  these  efforts  are  for  the 
protection  of  the  little  ones. 


SONGS   AND   GAMES. 

The  Carpenter. — Songs  for  Little  Children,  Parti 
.  .  .  Eleanor  Smith. 

Pantomime  Game.  (Some  child  steps  to  the  cen- 
tre of  the  ring  and  shows  in  pantomime  an  occupa- 
tion of  father  or  mother  to  be  guessed  by  the  other 
children.) 

Skipping  Game.  (To  represent  the  playful  ac- 
tivity of  the  child.)  A  free  skip  to  well-accented 
music,  or  the  game  in  Song-stories  for  the  Kinder- 
garten .  .  .  Hill. 

Father  and  Mother's  Care. — Song-stories  for  the 
Kindergarten  .  .  .  Hill. 


6 


SEPTEMBER.  15 

STORIES. 

Little  Deeds  of  Kindness  (Carpenter).  In  the 
Child' s  World,  p.  27  ...  Emilie  Ponlsson. 

Charlotte  and  the  Ten  Dwarfs. — Kindergarten 
Gems  .  .  .  Ketchnm-Jorgensen. 

MATERIALS. 

Good  pictures  of  home-life  are  desirable. 

Take  children  to  visit  the  carpenter. 

Gifts. — Build  carpenter's  bench,  houses,  barns. 

Tablets,  sticks,  and  rings.  Represent  carpenter's 
tools.     See  Child  Garden  Magazine,  Vol.  I,  p.  119. 

Sticks  and  Hailman  beads  (cubes).  Make  ladders 
for  the  carpenter. 

Modelling.  —  Carpenter's  tool-box,  rolling-pin, 
flat-iron  (father's  and  mother's  work). 

Cutting. — Free-hand  cutting  of  baby's  playthings 
— rattle-box,  ball,  etc.  (baby's  life  in  the  home). 

Sewing. — A  spider-web  (an  example  of  an  animal 
home). 

Painting. — A  little  child  at  work  or  at  play,  from 
outline  drawn  by  teacher. 

THIRD   WEEK. 

Special  Study  of  Fruits. 

From  the  child's  ideas  of  his  own  home  and  his 
larger  concept  of  the  home  as  a  protection,  seen  in 
animal  houses,  lead  him  to  think  of  fruits  and  the 
covering  afforded  the  baby  seed.     The    study  of 


16    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY   WORK. 

fruits  also  affords  excellent  work  in  color  and  model- 
ling, and  hints  at  our  preparation  for  winter. 

The  following  story  may  be  suggestive: 

Once  a  little  girl  held  in  her  hand  a  grape.  She 
was  just  going  to  eat  it  when  she  heard  a  small 
squeaky  voice  cry,  "  I  want  to  get  out,  I  want  to 
get  out."  The  little  girl  looked  all  around,  but  she 
did  not  see  anybody;  so  she  thought  she  would  eat 
her  grape,  and  was  just  going  to  put  it  into  her 
mouth  again  when  she  heard  the  same  voice  say 
again,  "  I  want  to  get  out.      Please  let  me  out." 

The  little  voice  sounded  just  as  though  it  were  in 
the  grape,  so  the  little  girl  asked,  "  Where  are 
you?  "  and  the  little  voice  answered  "  In  this  grape- 
house.  Please  let  me  out."  "  How  shall  I  let 
you  out?"  asked  the  little  girl.  "Why,  eat  the 
grape,  of  course, ' '  said  the  voice ;  and  then  it  added, 
"  but  be  sure  not  to  swallow  me." 

So  the  little  girl  ate  the  grape  very  carefully, 
looking  all  the  while  for  the  owner  of  the  small, 
squeaky  voice.  She  found  nothing  but  some  seeds, 
but  when  she  put  one  of  these  on  the  table,  the 
squeaky  voice  said,  "  Oh,  how  glad  I  am  to  get 
out!" 

Then  the  little  girl  saw  that  the  voice  belonged 
to  one  of  the  seeds.  "  What  can  I  do  for  you?  " 
she  asked.  "  I  must  be  kept  very  comfortable," 
the  seed  replied,  "  or  else  I  won't  live,  for  I  am 
very  young,  and  as  tender  as  a  baby.  I  would  like 
to  go  out  into  the  warm  sunshine  for  a  while,  to  get 


SEPTEMBER.  17 

my  coat  dry,  for  I  feel  rather  damp  after  being  in 
that  juicy  grape." 

The  little  girl  placed  the  seed  in  the  sunshine, 
and  when  it  was  nice  and  dry,  she  asked  what  else 
she  could  do  for  it. 

"  Oh,"  answered  the  seed,  "  just  keep  me  in  a 
safe,  dry  place  till  spring,  and  then  plant  me  in  the 
ground  where  I  can  have  rain  and  sunshine,  and 
then  I  will  thank  you  for  being  so  kind,  by  growing 
into  a  grape-vine  for  you." 

During  the  winter  the  little  girl  often  looked  at 
the  seed,  but  she  could  never  get  it  to  talk  to  her 
again,  and  when  spring  came  she  put  it  in  the 
ground,  and  after  a  while  it  grew,  just  as  it  had  said 
it  would. — Taken  from  Kindergarten  Magazine, 
Vol.  I. 

Let  the  children  talk  of  other  "  seed-houses," 
and  suggest  that  they  bring  in  as  many  kinds  of 
seeds  and  their  "  houses  "  as  possible.  In  opening 
the  "  houses  "  to  find  the  seeds  emphasize  the  pro- 
tection afforded. 

Special  study  of  fruits,  as  apple,  grape,  etc.,  for 
the  following: 

Color. — Have  children   try  to  find   examples   of 
each  of  the  six  spectrum  colors.     The  "  standard  ' 
or  most   intense   form   of  each   color  may  not    be 
found;  accept  the  nearest  approach  to  the  standard. 

Form. — Classify  fruit  under  main  type-'forms,  as, 
sphere — grape;  cylinder — banana;  etc.c^t 

Consistency. — Comparative  rapidity  of  decay.     If 


1 8    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

the  children  are  ready  for  it  watch  the  fermentation 
of  apple  and  grape  juice;  test  by  taste,  odor,  and 
color. 

Preservation. — Careful  picking  and  packing,  e.g., 
apple,  grape.  Play  pack  fruit  in  sawdust  (using 
sand-table). 

Cooking. — e.g.,  peaches,  pears. 

Drying. — e.g.,  corn,  peaches,  apples,  cherries. 

Let  children  actually  experiment  in  this  line. 

SONGS   AND    GAMES. 

Sense     Game     (taste).  —  Kindergarten     Chimes 

•  •  •  Wiggin. 
(smell).  —  Kindergarten    Chimes 
.  .  .  Wiggin. 

These  games  can  be  played  without  music. 
Blindfold  a  child  ;  let  him  distinguish  fruits  by  flavor 
or  odor. 

Cherries  Ripe. — Songs  and  Games  for  Little  Ones 
.  .  .  Walker-Jenks. 

This  game  can  be  played  without  music.  It  is 
especially  for  training  the  memory.  Several  kinds 
of  fruit  or  colored  balls  (First  Gift)  are  sold  by  a 
child  to  the  other  children.  Another  child  gathers 
up  the  fruit  in  the  order  of  selling,  asking  for  each 
one  by  name;  e.g.,  "  Will  you  please  give  me  your 
apple  ?  " 

An  Orchard  Game.  Some  children  represent 
trees;  others  go  about  with  real  or  imaginary  carts 
gathering  up  the  fruit,  and  emptying  it  into  barrels 


SEPTEMBER.  *9 

set  under  the  trees.  (Waste  basket  or  boxes  may 
be  used.)  The  game  may  be  carried  farther  by 
storing  the  barrels  in  the  cellar  and  letting  the 
farmer  sell  his  fruit  at  the  store  or  from  house  to 
house. 

Picking  Fruit.  (For  calisthenics.)  Children  pick 
imaginary  fruit  from  trees  overhead,  carefully  laying 
them  in  a  basket  at  their  feet.  Pick  lowest  first ; 
stretch  arms  for  the  next  higher;  rise  on  toes  and 
stretch  arms;  give  one  jump  coming  down  on  toes. 

STORIES. 

Baby  Gay  and  Baby  Grey. — Kindergarten  Maga- 
zine, Vol.  III.  p.  27. 

Apple-seed  John.  Lydia  Maria  Child,  found 
In  the  Child's  World  .  .  .  Poulsson. 

MATERIALS. 

Select  a  fruit-tree  near  by  for  continuous  obser- 
vation during  the  year. 

Gifts. — First  Gift.  .    Represent  fruits. 

Building  Gifts.  Build  boxes  for  packing  fruit, 
trellises    for   grape-vines,    step-ladders   for    picking 

fruit. 

Tablets,  sticks,  rings,  and  lentils.  Represent 
trees  and  vines  bearing  fruit.  See  Kindergarten 
Magazine,  Vol.  III.  p.  31. 

Modelling. — Pears  and  grapes. 

Cutting. — Fruits  from  seed-catalogues  (colored 
plates  if  possible). 


20    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Folding. — Boxes,  fill  with  seeds  to  plant  in  the 
spring. 

Pasting. — Mount  fruits  cut  from  seed  catalogues. 

In  the  kindergarten,  reproduce  with  parquetry 
the  work  done  with  sticks,  rings,  tablets,  etc. 

Sewing. — Barrel;  cross-section  of  an  apple. 

Painting.  — Fruits. 

FOURTH  WEEK. 

Preparation  for  Winter  as  seen  in  the  Making  of  a 
Winter  Home  by  the  Caterpillar  {Chrysalis  or 
Cocoon). 

Observe  as  many  kinds  as  possible.  Encourage 
children  to  bring  in  specimens.  Teach  children  to 
handle  them  carefully — 

To  care  for  living  things; 
To  guard  against  poisonous  varieties. 
For  suggestions  as  to  catching  and  keeping  speci- 
mens  see  Butterflies  and  Moths  ...  Kerby,    p.  41 
(Introduction). 

The  milkweed  caterpillar  is  an  excellent  one  to 
study. 

Movement. — Crawling. 

What  he  uses  in  crawling. 

Are  his  feet  all  alike?    (See  VI.     Structure.) 

Covering. — Let  the  children  notice  whether  the 

caterpillar  they  are  studying  is  comparatively  smooth 

or  covered  with  hair,      If  the  hair  is  markedly  in 

tufts,  they  will  probably  notice  it. 


SEPTEMBER.  21 

Color. — Note  as  many  colors  as  possible. 

If  possible  trace  connection  between  color  of  any 
species  and  its  food.  What  advantage  is  there  in 
this? 

Where  found. — On  or  near  the  vegetable  on  which 
it  feeds. 

Teach  the  children  to  notice  this  in  collecting 
specimens:  e.g.,  if  milkweed  caterpillar  be  found, 
look  for  food;  if  milkweed  be  found,  look  for  cater- 
pillar. 

Habits. — Of  protection.  Sewing  up  a  leaf  as 
protection  against  weather. 

Suddenly  dropping  by  a  thread  to    escape 

from  enemies. 
Emitting  a  disagreeable  odor. 
Living  upon  vegetation  similar  to  itself  in 
color. 

Its  chief  enemies  are  birds,  spiders,  dragon-flies, 
beetles,  ichneumon  flies. 

Simple  Facts  of  Structure. — This  is  primarily  for 
the  teacher  from  which  to  select  such  facts  for  the 
children  as  their  own  observations  call  for.  There 
should  be  no  forced  work  in  this  line.  A  typical 
caterpillar  is  taken,  varieties  differ  in  structure. 

The  segments  of  the  body  are  thirteen  in  num- 
ber. Only  the  first  three  segments  have  "  true" 
feet.  The  next  two  have  none;  the  sixth,  seventh, 
eighth,  and  ninth  have  "  false"  feet,  as  does  also 
the  last  segment.  ("  True  "  feet  are  articulated 
and  remain  on  the  butterfly;  "  false  "  feet  are  pro- 


22    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

trusions  of  the  skin,  terminating  in  hooks,  and  found 
only  in  the  caterpillar  stage  as  props  in  crawling.) 

It  has  six  eyes,  five  forming  a  compound  eye,  and 
one  some  distance  behind  these.  (The  eye  does 
not  move  in  its  socket,  hence  the  necessity  for  a 
number  of  eyes.) 

Its  jaws  have  serrated  edges  and  move  laterally. 
In  early  life  it  begins  at  the  tip  of  the  leaf  and  fol- 
lows the  veins,  never  biting  into  them ;  later  it 
follows  no  special  method. 

It  changes  its  skin  several  times  on  account  of 
rapid  growth.  Its  whole  life  is  spent  in  eating. 
It  devours  an  enormous  quantity  of  food  which 
necessitates  these  changes.  The  food  may  be 
leaves,  stems,  seed-pods,  or  even  roots. 

Preparatio7i  for  Sleep.  —  Why  made. — The  cater- 
pillar is  full-grown  and  his  work  is  done.  The 
change  may  be  hastened  by  a  scarcity  of  food. 
"  When  Jack  Frost  and  the  cold  winds  come 
Mother  Nature  closes  the  caterpillar's  market." 

When  made. — It  may  be  at  any  time  during  the 
season,  but  especially  during  the  autumn. 

Hozv  made. — By  spinning  a  thick  blanket  or 
cocoon. 

Look  for  "  spinneret." 

By  wrapping  itself  in  a  coat  made  of  its  own 
inner  skin — chrysalis. 

Where  made. — In  secure  and  sheltered  places. 
In  general,  the  "  winter-home,"  is  of  neutral  color 
and  not  easily  seen. 


SEPTEMBER.  23 

For  how  long. — In  the  early  season  for  a  few 
weeks  only.     The  fall  caterpillars  sleep  until  spring. 

SONGS   AND    GAMES. 

Fuzzy  Little  Caterpillar. — Finger  Plays  .  .  .  Emilie 
Poulsson, 

"  Crawling,  spinning,  shelter  winning." — Song- 
stories  for  the  Kindergarten,  p.  40  .  .  .  Hill. 

(Children  representing  sleepy  flowers  sway  in  the 
autumn  breezes,  and  relaxing,  drop  down  on  one 
knee  with  bended  head.  A  caterpillar  made  of 
several  children,  hands  on  the  shoulders  of  the  one 
in  front,  coils  itself  in  spiral  form  into  a  chrysalis, 
leaving  the  head  child  free  in  the  centre  to  come 
out  later  as  a  butterfly.) 

STORIES. 

The  Story  of  "  Woolly  Bear." — Typical  Lessons, 
p.  118,  Mother  s  Portfolio;  or  Child  Garden  Mag- 
azine, Vol.  I.  p.  378. 

The  Lark  and  the  Caterpillar. — Kindergarten 
Gems  .  .  .  Ketcham-J orgensen. 

MATERIALS. 

A  box  for  keeping  caterpillars  can  be  made  from 
a  chalk-box  by  removing  one  side  and  making  a 
large  hole  in  the  cover,  tacking  wire-gauze  over 
these  places. 

A  large  box  useful  for  both  chrysalids  and  butter- 
flies can  be  made  as  follows:  The  top,   front,  and 


24    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

one  end  should  be  made  of  white  wire-gauze,  the 
back  and  bottom  of  wood.  A  sliding  glass  door 
should  form  the  other  end,  and  staples  should  be 
fastened  at  the  back  for  hanging  up  chrysalids. 

Gifts. — First  Gift.  Represent  cocoons  hanging 
in  sheltered  places. 

Build  garden  fences  and  orchards  where  cater- 
pillars live. 

Sticks,  tablets,  and  rings.  Represent  trees  and 
leaves  where  caterpillars  live. 

Modelling. — Caterpillar.  Imbed  leaves  in  clay. 
(A  leaf  is  laid  upon  a  moist  clay  plaque  and  pressed 
down  firmly.  With  a  stick  scrape  away  the  clay 
surrounding  it,  and  remove  the  leaf,  leaving  a  clay 
leaf  in  relief.  Teach  older  children  to  sketch  the 
leaf  on  the  plaque  and  build  up  a  relief  bit  by  bit.) 

Cutting. — Leaves  (food  for  caterpillars). 

Drawing. — Caterpillar. 

September  References. 

HOMES. 

Practical  Suggestions  for  Kindergartens  .  .  .  Jean- 
ette  Gregory,  pp.   146,  147,   170,   171,   172,   173. 

In  the  Child's  World.  .  .  Emilie  Poulsson,  p.  25, 
A  Talk  on  the  Carpenter;  p.  106,  The  Flower 
Basket,  or  Living  and  Giving. 

Mother  Play.  International  Education  Series  .  .  . 
Froebel:  "The  Family;"  "The  Carpenter;" 
"  The  Nest." 


SEPTEMBER.  25 

Mothers  Portfolio,  p.  114.  (Suggestions  for 
developing  Carpenter  song.) 

Kindergarten  Magazine,  Vol.  IV.  p.  145.  (Fourth 
Gift — Lumber-yards.) 

FRUITS    AND    SEEDS. 

In  the  Child '  s  World,  Talks,  pp.  3  and  5  .  .  . 
Emilie  Poulsson. 

Flowers,  Fruits,  and  Leaves,  p.  45  .  .  .  Sir  John 
Lubbock. 

Systematic  Science .  .  .  Edward  G.  Howe. 

CATERPILLARS. 

Butterflies .  .  .  Horace  Scudder. 

(Especially  good  for  pictures  and  information.) 

Insects  at  Home  .  .  .  Wood. 

Seaside  and  Wayside,  No.  3... Julia  McNair 
Wright. 

Sharp  Eyes .  .  .  Gibson. 

In  the  Child's  World,  pp.  302,  303,  313,  315 
.  .  .  Poulsson. 


OCTOBER. 

General  Thought. 

Preparation  for  Winter  seen  in  Plants  and 

Animals. 

The  gorgeousness  of  nature — autumn  leaves. 
The  helpfulness  of  plants  to  one  another  as  seen 
in  leaves  sheltering  seeds,  covering  plants,  and  en- 
riching soil. 

The  migration  of  birds. 

Man's  dependence  upon  animals  and  his  care  for 
them  :   e.g.,  sheep. 

In  providing  winter  homes; 

In  storing  and  preparing  food  for  them. 

FIRST   WEEK. 

Leaves,  Buds,  and  Seeds. 

Select  certain  trees  for  constant  observation  dur- 
ing the  year. 

Suggestive  development.  Hozv  the  tree  gets  ready 
for  winter. 

The  mother  tree  wraps  up  her  baby  buds  in  thick 
winter  coats  (waterproof),   and   stores   food  where 

26 


OCTOBER.  27 

each  baby  can  find  it  when  it  wakens, — starch  and 
sugar,  "  bread  and  syrup." 

The  little  leaf  children  help  the  mother  tree  to 
do  all  this,  preparing  "  bread  and  syrup."  They 
work  hard,  and  so  when  Mr.  Wind  gives  his  autumn 
party  the  mother  tree  lets  them  attend  it. 

Jack  Frost  makes  their  party  dresses.  They 
dance  and  sing  and  play  games,  and  after  the  party 
is  over  lie  down  at  their  mother's  feet  or  in  some 
sheltered  place  for  their  winter  sleep. 

(Observation  of  leaves  is  to  be  continued  through 
the  month  for  colorings,  veinings,  midribs,  margins: 
e.g.,  maple,  horse-chestnut,  oak.) 

Leaves  help  other  plants  during  the  winter: 

Keeping  the  roots    of  little   plants  warm — 

violet,  hepatica: 
Enriching  the  soil: 
Covering  the  seeds. 
Seeds. — Collect    and     examine    milkweed    pods, 
horse-chestnut  burrs,  pea  and  bean  pods,  to  enlarge 
the    idea  of  "seed-houses'     given    in   September 
work  with  fruits. 

SONGS   AND    GAMES. 

"  '  Come,  little  leaves,'  said  the  Wind  one  day." 

Song-stories  for  the  Kindergarten  .  .  .  Hill. 
44  Little  Jack  Frost  went  up  the  hill." 
Songs  and  Games  for  Little  Ones  .  .  .  Walker-Jenks. 
Dramatization.        Children      represent     flowers, 


28    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

grasses,  trees,  moon,  and  stars.  Little  Jack  Frost 
(a  child)  runs  up  the  hill,  while  children  imitate 
wind.  The  wind  ceases;  Jack  Frost  comes  down; 
runs  about  touching  grass,  flowers,  etc.,  which  go 
to  sleep  with  appropriate  movements. 

STORIES. 

The  Baby  Buds'  Winter  Clothes. — In  the  Child's 
World  .  .  .  Poulsson. 

The  Anxious  Leaf. — Kindergarten  Stories  and 
Morning  Talks  .  .  .  Wiltse. 

The  Kind  Old  Oak  (leaves  sheltering  seeds). — In 
the  Child 's  World  .  .  .  Poulsson. 

MATERIALS. 

Make  excursions  to  visit  trees  and  to  gather 
leaves.  Listen  to  "  their  sweet  little  song  "  (rust- 
ling). 

String  horse-chestnuts  for  decoration  of  the  room. 

Gather  and  press  leaves.  (Use  warm  iron  and 
paraffin.  With  care  leaves  may  be  ironed  on  the 
branches.) 

Gifts. — First-gift  balls:    Represent  falling  leaves. 

Tablets,  sticks,  rings,  and  lentils:  Represent 
bursting  pods  with  falling  seeds:  With  obtuse 
isosceles  and  right  scalene  triangles  make  maple 
leaves. 

Modelling.  —  Continue  leaf- work  begun  when 
studying  the  caterpillar. 


OCTOBER.  29 

Cutting. — Free-hand  cutting  of  simple  leaves. 
Conventionalized  leaves  using  a  folded  ground  form. 

Pasting. — Mount  leaves.  Reproduce  tablet-work 
in  parquetry. 

Drawing. — Children  reproduce  what  they  have 
seen  in  their  excursions  to  the  trees.  Free-hand 
drawing  of  simple  leaves,  copying  the  natural  object. 

Painting. — (Emphasize  this  week.)  Each  child 
tries  to  copy  the  colorings  in  a  leaf  he  has  selected. 

SECOND  WEEK. 

The  Scattering  of  Leaves.     The  Migration  of  Birds. 

The  seeds'  autumn  journey. 
Their  many  ways  of  travel: 
Floating  and  flying — 

Aided  by  wings,  down,  etc. ; 
Aided  by  the  wind.      Examples,  dandelion, 
maple. 
Falling.      Example,  nuts. 

Aided  by  hooks;  clinging  to  men  and  ani- 
mals, as  sheep,  dogs,  etc.    Example,  stick- 
tight. 
Why  they  go. 

So  that  the  whole  world   may   be  green   and 
fruitful. 
Through  stories  give  an  idea  of  the  barrenness  of 
certain  localities  and  the  necessity  of  vegetation  to 
man. 

The  birds'  autumn  journey. 
Suggestive  development. 


30    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Recall  the  caterpillar's  preparation  for  winter: 
His  snug,  warm  home. 

His  long  sleep,  during  which  he  needs   no 
food. 
How  about  other  animals,   as  birds  ?     Do  they 
sleep  all  winter  ? 

Birds   must   have   food   in   winter  as  well  as   in 
summer. 

What  do  birds  eat  ?     (Robins,  bluebird,  etc.) 
Birds  eating  worms  and  insects  must  leave  when 
Jack  Frost  freezes  the  ground. 

Where  do  they  go  ?     To  a  place  where  there  is 
no  very  cold  weather.      (Teach  North  and  South.) 
How  they  journey. 
Some  of  them  alone. 
Others  in  large  flocks  (an  excursion,  or  large 

party). 
Are  sometimes  helped  by  the  wind. 
All  birds  do  not  live  on  worms  or  insects ;  some  live 
on  seeds.      Will  they  be  able  to  find  seeds  in  winter? 
Notice  cones  on  the  evergreen  trees — 

Examine  to  find  seeds. 
Examine  grasses   and  weeds  which  still    hold 
some  of  their  seeds.      Many  of  these  plants 
have  such  strong  stems  that  they  can  stand 
up   against    the   winter  storms,    and   so    the 
snow  does  not  cover  their  seeds. 
What    birds    stay   during    the    winter  ?      Wood- 
pecker,   crow,    blue-jay,    sparrow,  owl,  and  others, 
depending  upon  the  locality. 


OCTOBER.  31 

SONGS   AND    GAMES. 

"  Where  do  all  the  Daisies  go?  '  (Sleepy  flow- 
ers, migrating  birds.) — Songs  and  Games  for  Little 
Ones  .  .  .  Walker-  Jenks. 

The  North  Wind. — Song-stories  for  the  Kinder- 
garten .  .  .  Hill. 

11  The  North  wind  blew  one  cold  fall  night, 
And  started   the  birds  on  their  southward 

flight, 
The  sleepy  flowers  rocked  in  the  breeze, 
The  faded  brown  leaves  soon  fell  down  from 
the  trees." 
Dramatization.     Some  children  represent  North 
wind  (standing  on  North  side  of  the  room);  others 
represent  flowers,  birds,  and  trees.      Sleepy  flowers 
rock  in  the  breeze,  close  eyes,  droop  head,  and  re- 
laxing slowly   drop  on  one  knee;   birds  fly  to  the 
South ;  trees  bend  in  wind  (arms  represent  branches, 
fingers,  leaves  fluttering  downward). 

STORIES. 

How  West  Wind  helped  Dandelion  (Scattering 
Seeds).— In  the  Child's  World  .  .  .  Poulsson. 

Crane  Express. — Holmes'  Third  Reader  or  In  the 
Child's  .  .  .  World  Poulsson. 

MATERIALS. 

Classify  seeds  according  to  appendages — hooks, 
down,  wings,  etc. 


32    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Dry  "  wayside  weeds  "  can  be  arranged  upon  the 
wall  for  a  beautiful  border.  Many  colors  can  be 
found;  heavier  seeds,  such  as  burdock,  can  be  used 
with  more  delicate  plants  with  good  effect. 

Watch  migrating  birds. 

Notice  disappearance  of  insects  and  worms. 

Encourage  children  to  make  life  forms  out  of 
seeds — such  as  mice  out  of  apple-seeds  and  thread; 
necklaces  by  stringing  seeds,  e.g.,  squash  and  water- 
melon seeds;  daisy  faces  by  making  eyes,  nose,  and 
mouth  with  paint  or  ink  on  daisies. 

Gifts. — Sticks,  rings,  lentils.  Give  idea  of  band 
lines  and  repetition  in  a  border  pattern,  and  repre- 
sent some  conventionalized  seed  design. 

Modelling. — Nuts,  birds,  empty  nests. 

Catting. — Outlines  of  birds.  Mount  a  number 
on  the  wall  flying  southward. 

Folding. — Woodbine  leaves. 

Draiving. — Flights  of  birds;  milkweed  seed. 

Sewing. — Maple-seed. 


THIRD  WEEK. 

Man  s  Dependence   upon    Sheep.     Man  s   Care  for 

Sheep. 

Suggestive  Development. 

Sing  "  Where  do  all  the  Daisies  go  ?  "  or  "  The 
North  Wind,"  and  lead  out  to  a  talk  similar  to  the 
following: 


OCTOBER.  33 

Flowers  sleep,  trees  sleep,  caterpillars  sleep,  and 
birds  go  away  in  winter. 

Do  all  animals  sleep  or  go  away  in  winter?  How 
about  horses?  (other  domestic  animals  suggested  by 
the  children.) 

How   about   the   sheep  ?     Does  he  sleep  or  go 
away  ?     What  does  a  sheep  eat  ?     Can  he  himself 
get  his  food  in  winter?     How  does  he  keep  warm? 
The  farmer  gives  him  a  warm  home  in  the 

barn; 
He  himself  grows  a  thick  coat  of  wool. 
Make  an  excursion  to  visit  a  sheep  if  possible,  to 
observe  the  wool;  if  impossible,  be  provided  with 
sheep-skin. 

Appearance  of  wool.  Fine  or  coarse.  (Compare 
with  dogs',  cats',  and  horses'  hair.) 

Straight  or  kinky.     (Contrast  with  the  curl 
of  the  dog's  hair). 
Compare  our  present  clothing  with  that  of  sum- 
mer. 

Can  animals  change  their  clothes?  Who  remem- 
bers kitty's  hair  coming  out  when  it  was  stroked  ? 
Do  we  ever  help  animals  to  take  off  their  winter 
clothes  ?     (Clipping  of  horses  and  dogs.) 

How  we  help  the  sheep  to  keep  cool  in  summer. 
Shearing. 

How  it  is  done. 
Washing  of  the  wool. 
Sheep  shears  and  their  use. 
The  use  of  wool  to  us, — yarn,  cloth. 


34    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Spinning,  weaving. 
Let  the  children  twist  wool  to  imitate  spinning, 
and  by  ravelling  coarse  cloth  let  them  see  how  weav- 
ing is  done. 

FOURTH   WEEK. 

Habits  of  Sheep. 

Talks  or  stories  to  bring  out  the  following  points: 
The  foolishness  of  sheep — often  going  astray. 
Tendency  to  follow  a  leader — an  old  sheep,  shep- 
herd, or  farmer. 

Their  love  for  the  shepherd  shown  in — 
Obedience  to  his  voice; 
Their  being  guided  by  his  crook. 
Why  the  sheep  love  and  obey  the  shepherd. 
Because  he  cares  for  them — 

Leading  them  from  pasture  to  pasture; 
Finding  them  fresh  water; 
Caring  for  the  lambs; 
Guarding  them  from  wild  animals; 
Providing  them  with  shelter  {folds). 
The  shepherd's  helper  (sheep-dog). 

His  sagacity  and  faithfulness  told  in  picture 
and  story. 
A  little  about  the  shepherd's  life — 

Often  alone  with  his  dog  and  the  sheep; 
At  night  having  no  one  to  talk  to,  no  books 
to   read,   he   loves   to  watch  the  heavens 
and  to  make  pictures  with  the  stars. 


OCTOBER.  35 

A  second  visit  to  the  sheep — 

Observe  his  head,  face,  and  ears; 
Observe  his  foot.     Divisions  of  hoof.     (Com- 
pare with  horse  and  cow.) 

SONGS   AND    GAMES. 

Sense  game  {feeling)  to  tell  wool,  cotton,  and  silk. 
Kindergarten  Chimes .  .  .  Wiggin. 
Morning    hymn :  ' '  Little  Lambs    so    white  and 
fair." 

Songs  and  Games  for  Little  Ones .  .  .  Walker-Jenks. 
The  Lambs  (finger-play). 

Finger  Plays .  .  .  Ponlsson. 
This  may  be  dramatized  for  a  circle  game. 

STORIES. 

Molly's  Lamb. — Stories  for  the  Kindergarten  and 
the  Home.  .  .  M.  L.  Van  Kirk,  or,  /;/  the  Child's 
World .  .  .  Ponlsson. 

How  a  Little  Boy  got  a  New  Shirt. — Mother's 
Portfolio,  or  ///  the  Child's  World .  .  .  Ponlsson. 

Penelope,  or  any  other  suitable  weaving  myth. 

MATERIALS. 

Gifts. — Third  gift  and  sticks.      Represent  rack. 
Fourth     gift.       Illustrate     finger-play  —  "  The 
Lambs." 

Fifth  and  sixth  gifts.      Build  folds. 

Using    gifts   in  sand-table,   represent  barns  and 


36    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

meadow:  barn,  of  blocks;  fences,  of  sticks  and 
Hailman  beads;  watering-place,  of  a  dish  of  water 
or  a  looking-glass. 

Modelling. — Sheep,  drinking-trough. 

Cutting. — Cardboard  sheep  to  be  placed  in  sand- 
table. 

Sewing. — Crook,  barn,  sheep  shears. 

Drawing. — Sheep  and  meadow,  hoof  of  sheep. 

Weaving. — (Introduce  and  emphasize.)  Weave 
patterns  for  cloth — check  or  plaids. 

October  References. 

LEAVES,  BUDS,  AND  SEEDS. 

Stories  of  the  Trees  .  .  .  Mrs.  Dyson. 

From  Seed  to  Leaf .  .  .fane  Newell. 

From  Flower  to  Fruit .  .  .  fane  Newell. 

Flowers,  Fruits,  and  Leaves  .  .  .  Sir  John  Lubbock. 

Seaside  and  Wayside,  No.  3... Julia  McNair 
Wright. 

In  the  Child's  World,  pp.  51,  253  .  . .  Emilie 
Poulsson. 

Kindergarten  Stories  and  Morning  Talks,  p.  34 
.  .  .  Sara  Wiltse. 

Child  Garden  Magazine,  Vol.  I.  pp.  90,  246,  368. 

Kindergarten  Magazine. 

BIRDS. 

In  the  Child's  World .  .  .  Poulsson. 
Kindergarten  Stories  and  Morning  Talks .  .  .  Sara 


OCTOBER.  37 

Wiltse,  p.  4,  The  Bramble  Bush  and  the  Lambs 
{dependence  of  birds  upon  sheep);  p.  8,  Coming  and 
Going.      See  also  April  references. 

SHEEP. 

Kindergarten  Stories  and  Morning  Talks  .  .  .  Sara 
Wiltse,  p.  2,  Mary  had  a  Little  Lamb  {shearing). 

Familiar  Animals   and   their    Wild  Kindred .  .  . 
James  Monteith. 

Systematic  Science,  p.  102  .  .  .  Edward  G.  Howe. 

Ten  Boys  who  Lived  on  the  Road  from  Long  Ago 
till  Now.  The  Story  of  Kablu  {shepherd  life), 
.  .  .  Jane  A  ndrews. 

In  the  Child's  World,  pp.  307,  313  .  .  .  Emilie 
Poulsson. 

Kindergarten  Magazine,  Vol.  IV.  p.  93,  Typical 
Lessons.     (Our  loss  should  the  sheep  migrate.) 


NOVEMBER. 

General  Thought. 

Preparation  for  Winter  seen  in  the  Stor- 
ing up  of  Resources. 

Instinct  of  animals.      Example,  squirrel. 
Prudence  and  foresight  of  man.    Example,  farmer. 
The  historical  Thanksgiving. 

A   spirit  of  true   thankfulness   showing   itself   in 
giving  and  doing  for  others. 

The  dependence  of  all  upon  the  Giver  of  Life. 

FIRST   WEEK. 

The  Squirrel. 

Suggestive  development. 

A  resume  of  nature's  ways  of  preparing  for  winter. 
Trees,  frogs,  caterpillars,  sleep. 
Birds  go  away. 

The  sheep  stay  with  us,  preparing  their  own 
winter  clothing,  and  trusting  the  farmer  for 
food  and  shelter. 

33 


NOVEMBER.  39 

Do  we  know  of  any  animals  that  prepare  their 
own  winter  clothes  as  the  sheep  do,  but  have  no 
one  to  provide  them  with  food  ?  If  the  squirrel  is 
not  mentioned,  suggest  it,  as  "  What  about  the 
squirrel?  "     (Present  live  or  stuffed  specimen.) 

What  is  the  squirrel's  clothing  ?  (Fur.)  Do  we 
know  how  warm  fur  is  ?  Many  of  us  have  muffs 
and  collars  of  fur.  Of  course,  then,  we  know  how 
warm  it  will  keep  the  squirrel. 

What  does  the  squirrel  eat?  Where  does  he  find 
his  food?  (On  the  trees,  on  the  ground.)  Can  he 
find  food  in  winter?  If  he  can  find  no  food  in  win- 
ter, and  has  no  one  like  the  farmer  to  provide  for 
him,  what  must  he  do  ?     (Store  food.) 

The  storing  of  food.      Where  does  he  store  it  ? 
(In  a  hollow  tree.)     Traits  shown  in  storing  food  : 
Industry.      Lead  them  to  think  of  the  many 

trips  the  squirrel  must  make. 
Sagacity.      Knowing  how  much  to  store. 

His  choice  of  a  home.  Different  kinds  of  trees. 
Special  love  of  the  oak,  because  of  its  acorns,  its 
large  trunk  giving  him  plenty  of  room  for  his  store- 
house, its  strength  to  withstand  storms. 

A  talk  or  story  upon  the  oak-tree  to  bring  out 
the  following  points: 

Its  length  of  life  and  consequent  great  size. 
The  many  uses  to  which  its  timber  is  put. 
Some  historical  oaks.      (King  Charles'  oak.) 

The  squirrel's  movements:  ceaseless  activity, 
running,  jumping. 


4°    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS   AND    GAMES. 

The  Squirrel. — Finger  Plays  .  .  .  Emilie  Ponlsson. 
God's  Care  for  all  Things. 

Song-stories  for  the  Kindergarten  .  .  .  Hill. 
"  Father,   Thou  Who  carest  for  smallest  tiny 
flow'rs, 
And  teachest   bees  and  squirrels  to   save  for 

winter  hours, 
To  Thee  we  little  children  our  loving  thanks 

would  bring, 
For  all  Thy  loving  kindness,  of  all  Thy  good- 
ness sing.     Amen. 
Chasing  the  Squirrel.     (Game.) 
Songs  and  Games  for  Little  Ones  .  .  .  Walker -J enks. 

STORIES. 

The  Thrifty  Squirrels.—/;/  the  Child's  World 
.  .  .  Emilie  Ponlsson. 

Thanksgiving  in  the  Frisky  Family. — Kindergar- 
ten Magazine,  Vol.  II. 

MATERIALS. 

Visit  oak-trees;   gather  acorns  and  their  "  cups." 

With  stems  of  the  oak  leaf  or  wire  make  acorns 
into  dishes. 

Gifts. — Sticks,  rings,  and  lentils.  Free  represen- 
tation of  oak-trees,  acorns,  squirrel-cage. 

Modelling. — Acorns  and  cups. 

Cutting. — Squirrel  from  stencilled  outline. 


NOVEMBER.  4* 

Free-hand  cutting  of  acorns. 
Pasting. — Reproduce  Gift-work. 
Drawing. — Illustrate  Finger  Play — "  The  Squir- 
rel." 

Saving. — Oak  leaves. 

SECOND   WEEK. 

The  Farmer  and  What  He  Does. 

Suggestive  development. 

Does  Mr.  Squirrel  get  his  food  by  planting, 
watering,  and  caring  for  the  trees  and  bushes?  No. 
How  are  they  planted  ?  (Recall  distribution  of 
seeds  in  October  outline.)  He  can  store  up  nuts  if 
he  finds  them,  but  he  depends  upon  Nature  to  plant 
and  water.  He  plays  all  summer  and  works  only 
when  the  nuts  are  ready  to  be  gathered.  Then  he 
works  hard,  storing  up  food  against  the  long  winter. 
The  farmer  works  hard  all  the  year  to  make  things 
grow.  He  has  to  begin  in  the  early  spring  to  think 
of  winter  and  the  things  we  shall  need. 

What  does  he  do  first  ?     Prepares  the  ground. 
Next  ?     Plants. 

And  then?    Waits  for  the  seed  to  grow.     (The 
dependence  of  all  upon  the  Giver  of  Life  for 
the  good  gifts  of  sunshine  and  rain.) 
Why  does  he  plant  so  much  of  everything  ? 
So  all  may  have  food. 

What  are  some  of  the  things  the  farmer  plants  ? 
Lead  the  children  to  think  of  corn  and  how  peo- 
ple, horses,  hens,  sheep,  etc.,  use  it  as  food. 


42    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Corn. — Present  the  whole  plant  and  name  the 
parts. 

Notice  the  stalk, — extreme  length,  cylindrical 
form,  joints. 

The  leaf, — extreme  length,  growth  upon  the 
stalk. 

Use  of  leaf  and  stalk  for  fodder. 

The  ear, — form,  covering.      Remove  cover. 

Kernels, — remove  and  count  them.  Why  so 
many  ?     (For  food  and  seed.) 

Grind  up  the  corn  in  a  coffee-mill  making  meal. 

A  talk  on  how  the  miller  makes  meal.  (Our 
dependence  upon  the  farmer,  miller,  and 
grocer.) 

The  uses  of  meal, — pudding,  bread,  pancakes,  m 
food  for  little  chicks  and  young  lambs. 

Thankfulness  of  all  for  the  harvest — thankful- 
ness to  the  farmer,  thankfulness  to  God. 

SONGS   AND    GAMES. 

The  Farmer. — Songs  and  Games  for  Little  Ones 
.  .  .  Walker-Jenks. 

The  Mill. — Songs  and  Gaines  for  Little  Ones 
.  .  .  Walker -fenks, 

STORIES. 

The  Farmer  and  the  Miller. —  Child  Garden  Mag- 
azine, Vol.  I.  p.  123. 

Three  Little  Sisters  {corn). — Child  Garden  Mag- 
azine, Vol.  I.  p.  316. 


NOVEMBER.  43 

MATERIALS. 

If  possible,  walk  out  to  see  corn  growing  in  the  field. 

Dolls  can  be  made  of  corn-husks.  (This  work  is 
very  attractive  to  children.)  See  CJiild  Garden 
Magazine,  Vol.  I.  p.  40. 

Youngest  children  can  build  corn-cob  houses. 

A  corn  plant  can  be  made  of  paper.  Each  child 
rolls  a  hollow  joint  of  paper,  covering  it  with  yellow 
tissue.  These  joints  are  slipped  into  each  other  to 
form  the  stalk. 

Fringe  squares  of  tissue-paper  at  one  end  for  silk 
and  wrap  around  cotton-batting  for  ears.  Cut 
leaves.  Tie  leaves  and  ears  to  stalk.  Cut  and 
twist  tissue-paper  to  form  tassel.  Of  dark  gray  or 
brown  paper  make -.roots. 

Gifts. — Second  Gift  to  represent  a  mill;  use  box 
for  mill,  cylinder  for  wheel,  cube  for  bin,  sphere  for 
miller,  box  cover  for  sliding  down  bags,  etc. 

Building  Gifts.      Barns,  corn-cribs. 

Sticks,  rings,  lentils.  Represent  farmer's  tools. 
Mill-wheel. 

Modelling. — Farm-wagon,  using  sticks  to  form 
axles.     An  ear  of  corn. 

Cutting. — Free-hand  cutting  of  corn-cribs,  corn 
leaves. 

Ears  of  corn  from  seed  catalogues. 

Drawing. — Field  of  corn,  corn  in  the  shock. 

Painting. — Farm-wagon;  mill. 

Folding  and  Pasting. — Tissue-paper  bags  to  be 
filled  with  grain. 

Mill-wheel. 


44    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

THIRD   AND   FOURTH   WEEKS. 

(One  subject  is  carried  through  the  two  weeks.) 

.     THIRD   WEEK. 

The  Concept  of  Pilgrim  Life  to  be  developed  through 
following  the  Story  of  a  Typical  Pilgrim  Child. — 
Mary  Allerton. 

Mary  Allerton. 

Her  home  in  England. 
Why  the  Pilgrims  left. 
Through  conversation  bring  out  the  many 
churches  represented  among  the  children.  Call 
their  attention  to  the  freedom  we  enjoy.  Tell 
briefly  of  how  Mary  Allerton's  father  and  mother 
and  their  friends  were  all  compelled  by  the  king  to 
go  to  one  church. 

Their  sojourn  in  Holland  (treat  briefly). 
The   voyage   to   America.      Tell   of   the   little 
baby,  Peregrine  White,  born  on  the  Mayflower. 

The  new  home.     Dependence  upon  one  another 
— many  living  together,  helping  one  another. 

Their  new  neighbors.     The  welcome  of  Samo- 
set. 
A  little  about  Samoset's  life. 
As  a  child. 

His  home.     What?    Wigwam.     Where?     In 
the  forest. 


NOVEMBER.  45 

His  school.     All  nature,  which  he  found  to 

be  filled  with  living  things. 
His  lessons.      Learning  the  habits  of  birds, 

insects,  and  wild  animals. 
As  a  chief. 

Why  the  tribe  made  Samoset  chief.     Because 

of  his  bravery  and  strength  making  him  a 

leader. 
His  wisdom  to  make  good  laws. 

SONGS   AND    GAMES. 

Church-bells  (suggested  by  Pilgrim  piety). — Song- 
stories  for  the  Kindergarten  .  .  .  Hill. 

The  Fishes  (suggested  by  the  free  life  which 
Samoset    saw    about    him). — Kindergarten    Chimes 

.  .  .  Wiggin. 

STORIES. 

Tell  little  stories  about  Mary  Allerton  to  bring, 
out  the  thoughts  given  this  week. 

Indian  stories  can  be  made  from  material  obtained 
from  any  history  or  from  Indian  story-books. 
Hiawatha  is  particularly  helpful  in  making  a  story 
of  Samoset. 

MATERIALS. 

Good  pictures  form  some  of  the  best  material  for 
developing  this  work.  Histories,  works  on  Indians, 
books  of  travel,  and  the  U.  S.  Census  Reports,  are 
all  good. 


46     OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

If  obtainable,  birch-bark  affords  an  attractive 
material. 

A  Mary  Allertondoll  made  of  tissue-paper  affords 
great  delight  and  good  hand-work.  The  body  is  of 
pink  tissue-paper,  rolled;  the  head  of  the  same, 
stuffed  with  cotton,  with  features  marked  on;  arms 
are  rolled  of  tissue-paper  and  pasted  on;  dress,  of 
gray  tissue-paper  with  large  white  kerchief  and 
bonnet. 

Sand-table  is  used  to  illustrate  the  story  as  it 
progresses.  Pan  of  water  or  silver  paper  for  ocean  ; 
small  branches  of  trees  for  forest ;  birch-bark  or  paper 
wigwams;  birch-bark  or  clay  canoes;  logs,  of  small 
branches  or  rolled  paper,  for  log  houses;  toy  or 
paper  ship  (folded)  for  Mayflower;  stones  along  the 
shore,  one  large  stone  for  Plymouth  Rock;  Pilgrims 
and  Indians  cut  from  cardboard,  the  features  and 
clothing  being  drawn  by  the  children;   etc.,  etc. 

Gifts. — First  Gift.  Church-bells,  "  Bells  so  high 
in  steeple." 

Second  Gift.      Ships,  paper  sails,  etc. 

Building  Gifts.      Build  boats;   Dutch  windmills. 

Sticks,  rings,  lentils.  Represent  wigwams,  for- 
ests. 

Modelling. — Peregrine  White's  cradle;  canoes. 

Cutting. — Indians,  Pilgrims,  guns,  from  stencilled 
outline. 

Folding. — Ships;  wigwam  from  a  half-circle. 

Saving. — Bow  and  arrow.  With  birch-bark  or 
paper  make  real  canoes  and  wigwams. 


NOVEMBER.  47 

Drawing.  (Pencil  and  blackboard  sketching.) — 
Forest,  wigwam.  Indians  and  original  illustrations 
of  Indian  life.      Mayflower. 

EOURTH  WEEK. 

The  Story  of  the  Pilgrim '  s  First  Year.  Thanksgiv- 
ing, True  Thankfulness  Showing  Itself  in  Giving 
and  Doing  for  Others. 

What  Mary  Allerton  and  the  other  little  children 
learned  to  do: 
The  girls,  to  spin  (recall  the  October  work  on 

the  sheep  and  spinning); 
The   boys,    to   hunt    and  fish,    and  to   help    in 
planting  the  corn    given    them  by    the   In- 
dians. 
The    sufferings    of    all    from    lack    of    food    and 
shelter. 

The  aid  of  the  Indians.     The  prosperous  summer. 
Their  thankfulness  for  the  plenty  which  assured 
them  of  comforts  for  the  winter. 

How  they  showed  their  thanks— 

By  appointing  a  day  on  which  to  thank  God 
for  all  their  blessings,  a  day  which  we  have 
kept  ever  since. 
How  we  keep  Thanksgiving  day — 
By  family  gatherings; 

By  helping  the  poor  to  provide  for  the  winter; 
By  going  to  church. 


48    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS   AND    GAMES. 

Thanksgiving  Song. — Songs  and  Games  for  Little 
Ones  .  .  .  Walker-Jenks. 

Making  Bread. — Finger  Plays  .  .  .  Emilie  Poitlsson. 

STORIES. 

How  Patty  gave  Thanks. — In  the  Child's  World 
.  .  .  Emilie  Poidsson. 

The  First  Thanksgiving. — The  Story  Hour... 
Kate  D.   Wiggin. 

MATERIALS. 

The  spirit  of  thankfulness  may  culminate  in  con- 
tributions of  food  and  clothing  to  be  distributed 
among  the  poor. 

Gifts. — Build  churches,  bridges  (see  Thanksgiving 
Song);   dining-tables. 

Modelling. — Dishes  for  Thanksgiving  dinner. 

Folding. — Chickens;   basket  for  carrying  food. 

Perforating. — A  turkey. 

Drawing. — Illustrate  Thanksgiving  Song,  "  Over 
the  river  and  through  the  woods." 

November  References. 

PILGRIMS. 

In  England.      See  "  Ezekial  Fuller  "  in  Ten  Boys 
Who  Lived  on  the  Road,  etc.  .  .Jane  A  ndrews. 
Historical  Reader,  No.  2,  p.  27.  .  .  Gilman. 
Holland.     Holland  and  its  People  .  .  .  Dc  Amicis. 
(Good  for  its  pictures.) 


NOVEMBER.  49 

Wide  Awake,  1893.      (Picture  of  dykes.) 
The  Voyage.     Historical  Reader,  No.  2,  p.    12. 
.  .  .  Gilman. 

American   History   Stories,   Vol.    I.   p.    62  .  .  . 
Pratt.      (Peregrine  White.) 

Young  Folks'  History  of  the  United  States .  .  . 
Higginson.  (Picture  of  Peregrine  White's 
cradle.) 
The  New  Home.  Popular  History  of  the  United 
States,  Vol.  I  .  .  .  Bryant,  p.  546.  Not  a 
picture  of  Pilgrims,  but  good  as  showing  the 
building  of  log  house,  and  newness  of  the 
country. 

U.  S.  History,  Household  Edition  .  .  .  Eggleston. 

Columbus  and  Columbia  .  .  .  Ridpath.     (For  pic- 
tures of  Pilgrim  houses  and  schools.) 

INDIANS. 

U.   S.  History,   Household  Edition  .  .  .  Eggleston. 
(Excellent  pictures.) 
Young  Folks'  History  of  the  United  States .  .  . 
Higginson,   p.    132.      Picture,    Samoset  wel- 
coming Pilgrims. 
See  also  Columbus  and  Columbia  .  .  .  Ridpath. 

THANKSGIVING. 

"  Pat-a-cake." — Mother  Play  .  .  .  Froebcl. 
In  the  Child' s  World,  p.  90  .  .  .  Poulsson. 
Child  Garden  Magazine. 
Kindergarten  Magazine, 


DECEMBER. 

General  Thoughts. 

The  Blessedness  of  Giving.     The  Story  of 

Christmas. 

Use  the  child's  belief  in  Santa  Claus  as  a  means 
to  his  feeling  the  spiritual  truth  therein  embodied. 
"  Let  not  the  fond  illusion  pass  away, 

Until  a  true  thought  may  its  place  supply." 

— Froebel. 

FIRST   WEEK. 

The  Literal  Santa  Claus. 

Suggestive  development. 

A  talk  on  the  morning  following  the  Thanksgiving 
holiday,  as  to  the  pleasures  of  the  day,  such  as 
family  reunions,  making  others  happy,  etc.  Lead 
the  children  to  look  forward  to  the  coming  holiday 
and  to  talk  freely  of  the  gifts  and  pleasures  they  are 
anticipating. 

As   soon   as   Santa   Claus   is   mentioned,   let  the 
children  talk  about  him,  picturing  to  themselves — 
When  he  comes; 

How  he  comes  (reindeer,   sleigh,  pack,  chim- 
ney). 

50 


DECEMBER.  51 

How  we  get  ready  for  him — 
By  hanging  up  stockings; 
Sometimes  by  providing  him  with  a  Christ- 
mas tree; 
By  going  to  bed  early  to  be  out  of  his  way. 
How  he  leaves  pleasures  wherever  he  goes; 
Where  he  goes  when  his  visits  are  over  and  his 

pack  is  empty. 
Santa  Claus'  home. 

He  lives  alone  in  the  far  north  in  the  cold. 
Santa  Claus'  work. 

If  he  lives  alone  where  there  are  no  shops, 
where  then  does  he  get  his  toys?  He 
spends  all  the  year  in  his  workshop  mak- 
ing them. 
Just  think  of  how  many  different  things  he 
makes,  and  the  many  kinds  of  tools  he 
must  have;  how  he  laughs  when  he  fin- 
ishes some  funny  toy  and  thinks  of  some 
little  friend  who  will  enjoy  it. 
His  little  helpers. 

Without  his  reindeer  he  could  never  travel 

all  around  the  world  in  one  night. 

How  obedient  they   must  be;   stopping    at 

once  when  told,  standing  very  still  when 

left  alone,  and  hurrying  on  at  the  sound 

of  his  voice. 

They  love   to   obey  Santa  Claus,  for  he  is 

kind  to  them  and  takes  good  care  of  them. 

After  this   busy  night  is   over  they  go  back 


52    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

to  the  north,  for  they  love  the  cold,  and 
all  the  reindeer  family  are  there. 
Of  course  they  take  Santa  Claus  back  to  his 
home,  where  he  begins  to  work  for  another 
year. 

SONGS  AND  GAMES. 
Santa  Claus. — Finger  Plays  .  .  .  Emilic  Poulsson. 
This  may  be  dramatized  for  a  circle  game.  Eight 
children  representing  reindeer  are  driven  to  the 
north  by  Santa  Claus,  while  the  rest  of  the  children 
hang  up  stockings  {drooping  hands),  and  go  to  sleep, 
settling  themselves  in  comfortable  attitudes.  Santa 
Claus  drives  in  and  around  the  ring,  distributing 
imaginary  presents.  He  drives  off,  the  children 
awake,  wish  each  other  a  "  Merry  Christmas,"  and 
show  in  pantomime  what  they  have  received;  as, 
representing  a  book  with  the  hands  and  reading 
stories,  skating  about  room,  beating  drum,  etc. 

Merry   Christmas   Bells. — Songs  and  Games  for 
Little  Children  .  .  .  Walker- Jenks, 

STORIES. 

m 

'Twas  the  Night  before  Christmas. 

Use  as  a  basis  for  this  week's  work.      Study  the 
pictures. 

The  Bird's  Christmas. — Child  Garden  Magazine, 
Vol.  I.  p.  15. 

MATERIALS. 

Use  sand-table  on  which  to  build  up  a  represen- 
tation of  Santa  Claus'  home  and  work.      Use  salt 


DECEMBER.  53 

and  cotton  batting  to  represent  snow;  build  house, 
stable,  workshop,  etc.,  of  gifts;  cut  reindeer  of 
brown  paper;  sleigh  of  cardboard  modelling  or 
blocks;  Santa  Claus  himself  of  cotton  batting  and 
tissue-paper;  small  toys  or  paper  representations  to 
fill  sleigh. 

Gifts. — As  suggested  above;  build  sleigh,  barn, 
home,  workshop,  chimney,  fireplace,  bed. 

Tablets,  sticks,  rings,  lentils.     Santa  Claus'  tools; 
toys. 

Modelling.  — Dolls. 

Cutting. — Free-hand  cutting  of  stockings  to  hang 
in  fireplace. 

Reindeer  (stenciled  outline). 

Sewing. — Drum,  horn,  and  other  toys. 

Drawing. — Illustrate,  "  'Twas  the  Night  before 
Christmas." 

Pasting. — (Parquetry.)  Design  and  color-work 
for  handkerchief  borders. 

SECOND   WEEK. 

The  Spiritual  Significance  of  Santa  Claus. 

Suggestive  development. 

Why  does  Santa  Claus  work  so  hard  for  all  the 
children  ?  Because  he  loves  them  all  and  wants  to 
make  them  happy.  Do  we  know  of  any  one  who 
works  hard  all  the  time  and  does  not  wait  until 
Christmas  time  to  make  us  happy?  Yes,  papa  gives 
us  things  every  day.      Many  of  the  things  he  gives 


54  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

us  he  cannot  make  as  Santa  Claus  does,  but  he 
works  hard  to  earn  money  to  buy  them.  He  gives 
to  his  children  because  he  loves  them.  He  is  a  real 
"  every-day  Santa  Claus."  Let  the  children  tell  of 
the  many  ways  in  which  their  fathers  earn  money. 

We  know  of  some  one  else  who  is  a  real "  every- 
day Santa  Claus."  Encourage  the  children  to  tell 
of  the  many  things  the  mother  does  to  show  her 
love  for  them. 

Papas  and  mammas  love  their  little  ones  and  work 
to  give  them  things,  so  they  are  like  Santa  Claus. 
If  any  one  else  gives  presents  because  he  loves  some 
one,  couldn't  we  call  him  a  Santa  Claus?  How 
would  it  be  if,  instead  of  giving  a  present,  he  were 
to  do  something  loving  and  kind?  What  do  we  do 
for  other  people  to  help  to  make  them  happy? 
(Children  tell  of  the  man}'  things  they  can  do.) 

Each  of  us,  you  see,  can  be  a  little  "  every-day  " 
Santa  Claus,  and  wouldn't  it  be  nice  to  plan  to  make 
this  Christmas  a  very  happy  one,  by  making  a 
present  for  some  one  we  love,  and  doing  something 
for  some  poor  little  child?  (We  are  indebted  to 
Miss  Patty  Hill  of  Louisville,  Ky.,  for  some  of  the 
treatment  of  the  Santa  Claus  thought.  Her  article 
was  published  in  the  Kindergarten  Magazine,  Vol. 
IV.) 

SONGS   AND    GAMES. 

Presentation  Song. — Song-stories  for  the  Kinder- 
garten .  .  .  Hill. 


DECEMBER.  55 

{Sing  while  making  gifts.) 

A  Wonderful  Tree  (Christmas-tree). — Songs  and 
Games  for  Little  Ones .  .  .  Walker-Jenks. 

STORIES. 

Fairy  Bob. — Child  Garden  Magazine,  Vol.  I. 
Christmas  in  the  Barn. — /;/  the  Child's  World .  .  . 
Poulsson. 

MATERIALS. 

The  gift-work  and  the  handwork  for  the  first 
part  of  the  week  will  show  how  papas  and  mammas 
work  for  their  children,  such  as  sewing,  washing, 
and  ironing,  keeping  store,  driving  delivery-wagons, 
etc. 

At  the  latter  part  of  the  week  decide  with  the 
children  upon  gifts  for  the  father,  mother,  and  the 
poor  children  we  hope  to  make  happy. 

Suggestiofis  for  Christmas  Presents  : 

Picture  frames.  —  1.  Cut  rectangle  or  circle  from 
the  front  of  each  of  two  envelopes  and  decorate 
around  the  opening  with  holly  or  other  design  with 
colored  pencils  or  paint;  tie  together  with  bebe 
ribbon  or  crepe  paper  cut  crosswise. 

Blotters. — White  blotting-paper  3X5  inches, 
with  cover  of  water-color  paper  or  fancy  Bristol- 
board. 

1.  Sew  stars  in  yellow  (large  and  small),  gild 
inside  of  the  stars  and  around  the  edge  of  the  cover. 
Tie  with  yellow  ribbon  or  crepe  paper. 

2.  Print  a  Christmas  motto  on  the  cover  (fancy 


56    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

lettering,  double  lines),  paint  or  color  with  brown 
pencils. 

Letter  case. — Use  delicate-colored  Bristol-board. 
Make  the  back  a  circle,  the  front  a  crescent.  Sew 
the  two  together  "  over  and  over,"  and  then  back 
to  the  starting-point,  so  that  stitches  cross.  Motto 
or  Christmas  symbol  may  be  added. 

Match-holder.  —  Delicate-colored  Bristol-board. 
Rectangle  \\  X  2^  inches,  slash  at  intervals  |  inch 
on  one  long  edge ;  lap  ends  \  inch  and  paste,  making 
cylinder.  Bend  the  slashes  out  from  the  cylinder, 
stand  on  a  4-inch  circle  (base),  slip  over  the  cylinder 
a  4-inch  circle  with  a  hole  cut  from  the  centre. 
Paste  circles  together. 

Calendars.  —  1.  White  Bristol-board.  Cut  twelve 
leaves  (for  months).  Teacher  draw  fancy  scroll  and 
print  names  of  months,  children  add  figures  and 
color  names  of  months.     Tie  together. 

2.  Make  fancy  back  of  Bristol-board.  Decora- 
tion, "  A  Happy  New  Year,"  using  paint,  colored 
pencil,  or  gilt.  In  the  centre  paste  a  small  calendar 
gotten  from  druggist  or  insurance  companies. 

Button-boxes. — Three  boxes  2X3X1  inches, 
sliding  covers  (gotten  from  drug-store) ;  gild  or 
paint  ends;  fasten  one  on  top  of  another  and  tie 
with  broad  ribbon  or  crepe  paper  whose  width  is 
the  length  of  the  box. 

Napkin-rings,  pen-wipers,  lamp  mats,  needle- 
books,  etc.,  are  also  easily  made,  and  are  pretty 
gifts. 


DECEMBER.  57 

By  economizing  material  and  making  the  gifts 
small,  Christmas-work  can  be  done  with  little  ex- 
pense. Three  sheets  of  Bristol-board  would  supply 
a  room,  one  bottle  of  gilt  paint  (15  cents)  is  suffi- 
cient, blotters  are  given  away  by  insurance  com- 
panies. Ribbons  from  handkerchief-boxes  cost 
nothing,  and  merchants,  if  requested,  will  save  them 
in  quantities. 

THIRD  WEEK. 

Christmas  Emblems. 

Some  of  the  things  that  make  the   houses   and 
churches  beautiful  at    Christmas-time:    wreaths  of 
evergreen,  holly,  Christmas-trees,  etc. 
The  Christmas-tree — 

Why  it  is  chosen  (evergreen). 

Its  leaves;  shape,  color,  arrangement. 

Its  trunk;  cylindrical,  tapering,  suggests  church 

spire. 
Its  branches  (main  branches,  twigs). 
Uses  of  the  wood.      Show  pieces  of  pine  and 
let  children  tell  of  the  uses  they  know.     Tell 
them  that  our  kindergarten  sticks,  the  masts 
of    ships  (because   of    tall,   tapering  trunk), 
some    musical    instruments    (because   of    its 
resonance),  are  made  of  pine  wood. 
The  gum.     Where  it  is  found. 

Its   uses.      For  violins,   medicine,   chewing- 
gum. 


58    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Cones.      "  Seed  homes." 
Position  on  the  tree. 
Color. 
Use.     Sheltering  seeds  (recall  October  work, 

winter  food  of  birds). 
Seeds.     Where  found  in  the  cone. 

How  the  door  is  unlocked  and  the  little  seeds 

come  out. 
How  they  travel    (wing:  note  similarity  to 

the  maple). 

SONGS   AND    GAMES. 

The  Wonderful  Tree. — Songs  and  Games  for  Little 
Ones  .  .  .  Walker-Jenks. 

(Continue  work  of  last  week  and  learn  new 
stanzas.) 

For  Calisthenics — imitate  woodman  felling  trees 
in  a  pine  forest,  striking  in  time  to  music. 

STORIES. 

The  Discontented  Tree  (pine)  .  .  .  Hans  Christian 
Andersen,  or  Kindergarten  Gems ...  Ketchutn- Jor- 
ge-ns en. 

A  Story  of  the  Forest. — Story  Hour .  .  .  Kate  D. 
Wiggin. 

MATERIALS. 

Select  a  spruce-tree  for  continuous  observation 
during  the  year. 

No  form  of  Christmas  celebration  is  quite  so 
beautiful  as  a  Christmas-tree  covered  with  gifts  that 


December.  59 

the  children  have  made  for  friends  and  parents,  who 
are  invited  to  the  celebration  and  presented  with 
these  gifts  by  the  children. 

Strings  of  tiny  cones  are  decorative  on  the  wall. 

Let  children  bring  branches  of  many  kinds  of 
evergreen  trees  for  comparison ;  use  these  later  to 
decorate  the  room. 

As  soon  as  presents  for  parents  are  finished,  plan 
with  the  children  to  make  some  other  little  ones 
happy,  as  poor  children  in  the  vicinity  or  in  a 
Children's  Home  or  Hospital.  Gifts — such  as  scrap- 
books  of  colored  paper  cambric,  with  pictures  con- 
tributed and  pasted  by  the  children,  cornucopias 
(made  of  mats  woven  by  the  children)  filled  with 
pop-corn,  paper  dolls  with  fancy  tissue-paper 
dresses,  etc.,  etc. 

FOURTH  WEEK. 

The  Story  of  the  First  Christmas. 

Suggestive  development. 

Recall  the  life  of  the  shepherd  (see  October  out- 
line), especially  his  study  of  the  stars.  Tell  the 
story  of  how  the  Star  of  Bethlehem  appeared  to  the 
shepherds,  and  what  the  angels  sang;  of  how  the 
shepherds  followed  the  star  to  where  the  Baby  lay. 

Tell  of  the  strange  place  in  which  the  shepherds 
were  told  to  look  for  the  Baby,  and  the  story  of  how 
Joseph  and  Mary  journeyed  to  Bethlehem  and  why 
they  had  to  sleep  in  a  stable. 

Tell  how  the  Babv  was  loved  and  how  this  love 


60    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

was  expressed  in  beautiful  gifts,  also  something  of 
His  childhood  and  how  He  grew  to  be  loving  and 
helpful  to  every  one,  especially  loving  the  little 
children.  Those  who  loved  Him  were  glad  to  be 
like  Him,  and  tried  to  be  as  good  to  others  as  He 
was  to  them.  He  taught  every  one  how  to  be  kind 
and  good,  and  now  we  all  try  to  be  like  Him,  doing 
good  to  other  people. 

How  we  keep  our  friends'  birthdays — 

By  doing  everything  we  can  to  make  them 

happy ; 
By  showing  our  love  in  gifts. 

Christmas  is  Christ's  birthday,  and  we  keep  it  by 
doing  for  others  what  He  would  like  to  have  us  do; 
showing  our  love  in  good  wishes  and  Christmas 
gifts,  and  in  thinking  of  the  poor  and  needy. 

Tell  some  story  as  "  The  Legend  of  the  Christ- 
candle,"  or  "  St.  Anthony  and  the  Christ-child," 
which  shall  express  the  constant  presence  of  the 
Christ-child  in  our  midst. 

SONGS   AND    GAMES. 

The  First  Christmas. — Songs  and  Games  for  Little 
Ones  .  .  .  Walker -Jenks. 

The  Christ-candle. — Stories  in  Song .  .  .  Emerson- 
Brown. 

STORIES. 

The  Story  of  the  First  Christmas. —  The  Story 
Hour .  .  .  Wiggin;  or  Kindergarten  Chimes  .  .  .  Wig- 
gin  ;  or  A  Christmas  Festival  Service  .  .  .  Nora  A . 
Smith. 


DECEMBER.  61 

The  Christ-candle. — A  Christmas  Festival  Service 
.  .  .  Nora  A.  Smith;  or  "The  Christ-child." — Kin- 
dergarten Magazine,  Vol.  III.  p.   190;  or,  "  Little 
Taper." — Kindergarten  Magazine,  Vol.  III.  p.  197. 

MATERIALS. 

The  rapid  culmination  of  the  spiritual  thought 
necessary  to  hold  the  interest  and  preserve  the  spirit 
of  reverence  -will  not  give  time  for  much  correlated 
handwork,  neither  is  it  desirable  to  attempt  to 
express  the  beauty  of  the  Christmas  story  in  con- 
crete material.  Use  freely  stories  and  such  good 
pictures  as  the  following: 

The  Christ-child  (Murillo). 

St.  Anthony  and  the  Christ-child  (Murillo). 

Madonna  (Raphael,  Defregger,  Bodenhausen). 

These  pictures  can  be  collected  from  many 
sources.  Munsey 's  Magazine,  April  1896,  contains 
several. 

The  children  aid  in  decorating  the  room  and  the 
tree,  cutting  gilt  stars,  stringing  corn,  writing  names 
and  tying  them  on  the  gifts  if  possible,  etc.,  etc. 

December  References. 

DEVELOPMENT   OF   THE    THOUGHT. 

"  The  Toyman  and  the  Maiden." — Motlier  Play 
.  .  .  Froebel, 

"  Typical  Kindergarten  Lessons." — Kindergarten 
Magazine,  Vol.  IV.  p.  219. 


62    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

"  A  Plea  for  Santa  Claus." — Kindergarten  Mag- 
azine, Vol.  VI.  pp.  321,  332. 

In  the  Child's  World,  p.   117...  Poulsson. 

Kindergarten  Stories  and  Morning  Talks,  p.  97 
.  .  Wiltse. 

Kindergarten  Sunday-school .  .  .  Frederica  Beard. 

Kindergarten  Magazine,  Vol.  IV.  pp.  196,  234, 
246. 

Kindergarten  Magazine,  Vol.  V.  pp.  269,  281, 
283,  289. 

Child 's  Christ  Tales .  .  .  Andrea  Hofer. 

THE  EVERGREEN. 

Story  of  the  Trees .  .  .  Mrs.  Dyson. 

"  Symbolism  of  the  Evergreen." — Kindergarten 
Magazine,  Vol.  V.  p.  255. 

The  Fairyland  of  Flowers,  pp.  45,  95  .  .  .  Mara 
Pratt. 

"  Evergreens  '  (identifying). — Primary  Educa- 
tion, Dec.  1894. 

Kindergarten  Stories  and  Morning  Talks,  p.  199 
.  .  .  Wiltse. 

Practical  Flora  {Cone  family),  pp.  300-315... 
Willis. 


JANUARY. 

General  Thought. 

A  fuller  Development  of  Thanksgiving  and 
Christmas  Ideas  of  Interdependence  and 
Love,  Leading  the  Child  through  a  Study 
of  Other  Peoples  to  a  Sense  of  Kinship 
with  All  the  World. 

The  beauty  of  the  heavens.     ' '  The  eternal  stars. 

The  beauty  of  the  earth.  Its  white  robe  of  starry 
snowflakes. 

Obedience,  as  seen  in  the  laws  governing  the  stars 
and  the  snowflakes. 

Life  in  the  far  north,  Eskimo  life. 

FIRST   WEEK. 

The  New  Year.     The  Beauty  of  the  Heavens. 
"  The  Eternal  Stars." 

Suggestive  development. 

A  talk  on  the  pleasures  of  our  Christmas  vacation, 
letting  the  children  tell  of  how  they  spent  Christ- 
mas day,  their  gifts,  etc.  Lead  them  to  think  of 
the  holiday  which  has  come  since  Christmas — New 

Year's  Day. 

63 


64    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

The  New  Year  and  what  it  brings. 

Many   holidays.      (Children  mention  as  many 

as  they  can.) 
A  birthday  for  each  one. 
Many  days,  weeks,  and  months  for  work  and 

play. 
Lead   the   children   to   feel   the   value   of    the 
"  every-day  '     gifts  or  "  blessings  "   of  the 
year,   as  homes,   food,   clothing,  playmates, 
etc. 
Through  questions  lead  the  children  to  note  the 
long  nights  and  short  days  of  winter;  to  think  of 
the  moon  and  the  stars  that  now  wake  up  so  early 
in    the   evening  and   make   the  heavens  beautiful. 
Encourage  the  children  to  look  at  the  stars  before 
going  to  bed,  and  to  come  prepared  to  tell  some- 
thing about  them. 

Tell  them  that  the  moon  and  stars  which  we  love 
to  watch  have  always  been  in  the  sky,  and  have 
been  watched  and  loved  by  all  people.  (Recall 
previous  talks  on  the  shepherd  and  his  love  and 
knowledge  of  the  stars,  the  pictures  which  the  stars 
made  for  him,  and  which  we  can  still  see,  just  as 
we  can  see  pictures  in  the  clouds.) 

Through  blackboard  drawings  of  some  of  the 
simple  constellations  and  through  stories  and 
legends  so  interest  the  children  that  they  will 
secure  the  aid  of  parents  in  locating  "The  Dipper," 
"  The  North  Star,"  etc. 

Something  of  the  uses  of  the  stars  to  us — 


JANUARY.  65 

For  light ; 

For  guidance — the  North  Star. 

(Play  games  to  teach  direction,  emphasizing  op- 
posites.) 

What  the  stars  really  are. 

Tell  the  children  very  simply  of  how  the  stars  are 
worlds  something  like  our  own;  dwell  strongly  upon 
the  obedience  of  the  stars — how  each  one  has  its  own 
particular  place  and  moves  only  in  its  own  path. 
(In  this  work  strive  to  make  the  stars  near  and  liv- 
ing to  the  children,  and  to  emphasize  the  spiritual 
over  the  material  side.) 

SONGS   AND    GAMES. 

The  Little  New  Year. — Songs  and  Games  for 
Little  Ones .  .  .  Walker-Jcnks. 

Dramatization.  The  Little  New  Year,  a  child 
with  string  of  bells,  trips  around  the  outside  of  the 
ring,  coming  into  the  ring  at  the  close  of  the  first 
stanza.  During  the  second  stanza  children  hold  out 
their  hands  to  receive  "the  blessings"  the  New 
Year  gives,  repeating  the  stanza  if  necessary  for  him 
to  get  around.  During  the  last  stanza  each  two 
children  join  and  raise  hands  to  make  doors,  through 
which  the  New  Year  trips  in  and  out,  shaking  his 
bells  merrily,  giving  the  idea  that  he  has  been  to 
every  home. 

When  the  Little  Children  Sleep  (Stars). — Kinder- 
garten Chimes  .  .  .  Wiggin. 


66    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

STORIES. 

11  The  Little  Match-seller  "...  Andersen. 
Linda  and  the  Stars. — /;/  the  Child's  World .  .  . 
Poidsson. 

MATERIALS. 

Gifts. — Tablets,  sticks,  rings.  Represent  the 
heavens:  moon,  stars,  or  constellations  (using  one 
equilateral  triangle  for  each  star  in  the  constellation). 

Folding. — Star  sequence  from  equilateral  trian- 
gular paper. 

Cutting. — Crescents  and  stars. 

Sewing. — The  constellation  "  The  Big  Dipper." 

Drazving. — Illustrate  "  When  the  Little  Children 
Sleep." 

SECOND   WEEK. 

Snowflakes. 
Suggestive  development. 

Rather  than  to  take  the  children  outdoors  to 
examine  snowflakes  where  their  attention  is  dis- 
tracted by  playing  with  the  snow,  it  is  better  to  put 
pieces  of  dark  cloth  outside  the  window  when  snow- 
flakes  are  falling,  letting  the  children  watch  them 
from  the  window.  (For  closer  study,  open  the 
window  and  examine  the  flakes  with  a  reading  or 
magnifying-glass.) 

Help  the  children  to  see  the  following: 

Their  beauty  and  general  form,  reminding  us 
of  the  stars  in  the  heavens. 


JANUARY.  67 

Their  delicacy  and  purity.     Note  the  rapidity 
with  which  they  melt,  resulting  from  their 
delicacy. 
Their  symmetry.     Observe  their  regularity  and 

the  number  of  points  each  one  has. 
Tell  the  children  that  each  little  particle  of  the 
snowfiake  has  its  own  particular  place,  thus 
always  making  a  six-pointed  star  (crystals). 
Show  the  obedience  to  law  and  order  in  other 
crystals,  e.g.,  suspend  wire  in  saturated  solu  ■ 
tion  of  copper  sulphate,  allowing  crystals  to 
form. 
The  story  of  a  snoiv flake. 

Encourage  the  children  to  talk  freely  to  you  and 
to  each  other  about  the  snowflakes,  and  thus  gather 
their  ideas  of  where  they  come  from ;  how  or  why 
they  come;  how  they  got  there  in  the  first  place; 
etc.  What  the  children  think  and  say  will  largely 
condition  the  spirit  in  which  the  subject  is  to  be 
treated,  and  make  clear  the  special  points  which 
need  to  be  corrected  or  emphasized. 

In  this  conversation  bring  out  the  following  facts, 
from  the  children  if  possible,  or  through  stories 
which  clearly  state  them: 

That  while  the  snowfiake  exists  in  the  sky  it 
wears  a  very  thin  gray  dress — vapor  dress. 
Experiment. — Boil  water  to  show  clouds  of  vapor, 
collect  on  glass,  and  freeze  to  show  frost. 

That  when  Jack  Frost  touches  its  thin  vapor 


68    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

dress    he    turns    it    into    a    beautiful    white 
dress, — snow  flake  dress. 
That  it  keeps  the  snowflake  dress  as  long  as  it 
stays  where  Jack  Frost  is.      If  it  goes  where 
it  is  warm,  it  takes  off  its  winter  dress.      Of 
course  we  know  what  it  puts  on  then — water 
dress. 
Experiment  to  show  this,  if  not  readily  given   by 
the  children.      Do  not  assume  their  understanding 
of  the  fact. 

If  Jack  Frost  catches  it  with  its  water  dress  on, 

what  does  he  do  to  it?     What  dress  does  it 

wear  then?     Ice  dress. 

Experiment. — Freeze  water  in  a  thin   bottle    to 

show  that  ice  is  a  form  of  water  and  also  to  show 

the  force  of  expansion.     From  this  experiment  lead 

the   children    to  recall  "  The   Sleepy   Stream  "   in 

"  The  North  Wind."      See  October  songs. 

("  The  water  in  the  bottle  grew  sleepy  too,  and 
perhaps  it  wanted  to  stretch  itself  just  as  we  do 
sometimes  and  so  broke  the  bottle, ' '  was  one  child's 
explanation  of  the  force  of  expansion.) 

In  this  connection  direct  the  children's  attention 
to  icicles. 

If  Jack  Frost  touches  the  water-drop  he  turns 
it  into  ice,  but  if  the  wind  and  the  sun  come 
to  play  with  it,  something  very  different  hap- 
pens to  it.  The  heat  of  the  sun  changes  its 
water  dress  back  into  a  vapor  dress  (just  as 
we  did  the  other  day  when  we  boiled  water), 


JANUARY.  69 

and  the  wind  helps  to  carry  it  back  to  the 
sky. 
The  dependence  of  flake  upon  flake. 
We  have  had  the  story  of  one  little  snowflake; 
but  snowflakes  do  not  come  singly,  they  come  in 
great   crowds,    dancing  and  whirling,  and   playing 
with  one  another. 

What  advantages  are  there  in  their  falling  to- 
gether? 

They  keep  one  another  from  melting; 
They  form  a  mass  of  snow  for  our  pleasure 
and  use. 

SONGS   AND    GAMES. 

"  Sense  Game  "  {feeling).— Kindergarten  Chimes 
.  .  .  Wiggin. 

(Feel  of  triangles  and  hexagons,  as  snowflakes  are 
based  upon  hexagons.) 

' '  The  Blacksmith. ' '  (Horses  must  be  sharp  shod 
for  the  snow.) — Songs  and  Games  for  Little  Ones 
.  .  .  Walker-Jenks. 

This  game  may  also  be  played  without  words. 
The  blacksmith  is  given  a  real  horseshoe  and  hammer 
with  which  to  strike  it  in  time  to  some  strongly 
accented  music.  All  children  join  in  the  move- 
ment. 

Beautiful  Snow  Clouds.  —  Song-stories  for  the 
Kindergarten  .  .  .  Hill. 


70    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

STORIES. 

The  Snowflakes. — Kindergarten  Stories  and  Morn- 
ing Talks  .  .  .  Wiltse. 

Our  Daily  Bread.  —  Kindergarten  Stories  and 
Morning  Talks .  .  .  Wiltse. 

MATERIALS. 

Gifts. — Tablets,  sticks.  Represent  simple  snow- 
flake  crystals.  With  equilateral  triangles  make 
hexagons  and  six-pointed  stars.  Symmetrical  de- 
signs with  snowflake  as  a  unit. 

Modelling. — Build  up  snowflake  on  clay  plaque. 

Cutting. — Snowflake  sequence  with  folded  hex- 
agonal ground  form. 

Pasting. — Mount  snowflake  sequence. 

Sezving. — Simple  snowflake  designs. 

THIRD   AND   FOURTH   WEEKS. 

The  uses  of  snow  (three  days). 

Eskimo  life  (the  last  two  days  and  continued  through  the 
next  week). 

The  Uses  of  Snow. 

To  give  pleasure. 

We  love  to  watch  the  soft  feathery  flakes  as 

they  fall  silently  to  the  earth. 
We  love  to  see  their  starry  forms. 
They  make  everything  about  us  beautiful — 

Clinging  to  the  trees  and  bushes; 


JANUARY.  71 

Covering  unsightly  places; 
Sparkling  in  the  sunlight  and  the  moonlight. 
They  make  the  children  so  happy  in — 
Fort-building; 
Coasting; 
Snowballing; 
Skating; 

Sleigh-riding  (merry  bells,  etc.). 
To  aid  man  in  his  work  by  making  good  roads — 
So   the   farmer   can   bring  wood  and   other 

things  to  town; 
And  the  woodman  can  draw  his  logs 
To  supply  water — 
To  fill  cisterns; 
To  soak  into  the  ground; 
To  swell  the  streams  so  that  the  woodman 
may  float  his  logs. 
To   furnish  a  covering   for    sleeping  vegetation, 
protecting  it  from  the  cold  winds. 

Eskimo  Life. 

Suggestive  development . 
**Isn't  it  strange  that  the  snow,  which  is  so  cold  to 
us,  should  keep  the  little  plants  and  seeds  warm?  I 
can  tell  you  of  another  very  strange  use  for  the 
snow.  If  we  could  take  a  long  journey,  travelling 
to  the  north  for  weeks  and  weeks,  we  would  come 
to  a  very  strange  land.  We  would  find  the  ground 
covered  all  the  year  with  snow,  and  sometimes  we 
would  find  it  very  deep.      One  very  strange  thing 


72    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

about  this  strange  country  is  that  the  sun  is  not  seen 
for  weeks  and  weeks.  We  would  go  to  bed  in  the 
dark  and  get  up  to  find  it  still  dark.  Then,  some 
day  the  sun  would  rise  and  shine  all  the  time  for 
weeks  and  weeks,  so  that  we  would  go  to  bed  in  the 
bright  sunlight  and  wake  up  to  find  it  still  shining. 

Sheltc?-. — The  home;  its  construction;  a  snow 
village.  In  this  land  of  snow  it  is  so  very  cold  all 
the  time  that  no  large  trees  grow  as  they  do  for  us, 
so  the  people  cannot  build  houses  of  lumber  as  we 
do.  What  do  you  think  they  use?  They  use  snow. 
We  make  snow  houses  just  {ox  play,  but  they  make 
them  to  live  in. 

They  cut  blocks  of  snow  shaped  like  our  bricks, 
but  very  much  larger.  Upon  a  circle  about  15  feet 
in  diameter  these  blocks  are  built  into  a  house 
(igloo),  one  man  standing  inside  to  shape  the  house, 
others  working  on  the  outside.  The  house  grows 
smaller  and  smaller  until  it  is  closed  overhead,  mak- 
ing a  dome-shaped  roof,  when  the  man  inside  cuts 
his  way  out,  making  a  door.  This  door  is  so  small 
that  every  one  has  to  crawl  in  and  out  on  his  hands 
and  knees.  (Let  the  children  think  why  the  door 
must  be  so  small.) 

Sometimes  a  very  small  window  is  made  over  the 
door  and  covered  with  a  thin  skin  gotten  from  the 
inside  of  a  fish. 

All  around  the  inside  of  the  house  there  is  a  shelf 
of  ice  built  into  the  wall.  They  use  this  both  for  a 
bed  and  a  table. 


JANUARY.  73 

Several  of  these  houses  are  often  built  near  one 
another,  thus  making  a  regular  snow  village.  The 
people  are  very  kind  to  their  neighbors,  often  shar- 
ing food  with  them. 

Personal  Appearance  and  Clotliing. — They  are  very 
short,  have  brown  skin,  small  black  eyes,  flat  noses, 
and  straight,  coarse,  black  hair. 

They  are  not  cleanly,  do  not  know  the  use  of 
soap,  do  not  change  their  clothing.  They  protect 
their  skin  from  the  cold  (chapped  hands  and  faces) 
by  greasing  it. 

Clotliing. — They  are  dressed  in  fur  from  head  to 
foot.  Little  children's  boots,  etc.,  are  lined  with 
feathers  (soft  and  warm).  Hoods  large  enough  to 
draw  almost  over  their  faces  are  used  in  severe 
weather.  Large  bags  with  fur  inside  are  used  to 
sleep  in. 

Food. — Walrus,  seal,  white  bear. 

Meat  is  cut  in  strips,  and  is  usually  eaten  raw. 

Cold  tallow  is  their  "  candy." 

Occupations. — The  father  gets  food  and  clothing. 
Tell  of  how  long  and  how  patiently  he  watches  at  a 
seal  hole,  and  of  his  skill  and  bravery  in  catching  the 
walrus  and  the  white  bear. 

The  mother  sews  the  clothes,  chewing  the  skins 
to  make  them  soft.  She  uses  a  needle  of  bone  and 
a  thread  of  skin.  She  beats  the  snow  out  of  the 
clothes  at  night  so  that  the  skin  will  not  become 
stiff  and  hard;  she  tends  the  lamp;  melts  snow  for 
water;  cares  for  the  baby  and  all  the  family. 


74    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

The  children  are  dressed  like  their  papas  and 
mammas.  The  little  boys  learn  to  drive  the  dogs 
and  shoot  bows  and  arrows,  and  when  they  are  old 
enough  they  go  hunting  with  the  men.  The  chil- 
dren play  what  they  see  their  parents  do.  The 
boys  like  to  get  under  a  skin  and  play  bear  or 
walrus  while  their  mates  play  shoot  at  them  and  try 
to  catch  them. 


SONGS   AND   GAMES. 

Beautiful  Snow  Clouds. — Song-stories  for  the  Kin- 
dergarten .  .  .  Hill. 

Coasting  Song. — Songs  and  Games  for  Little  Ones 
.  .  .  Walker-Jcnks. 

Kindergarten  dramatization.  The  movable  top 
of  a  heavy  kindergarten  table,  with  a  cleat  under- 
neath, is  set  against  another  table  to  form  a  hill  (or 
a  broad  board  with  a  cleat  at  one  end  can  be  used). 
Lay  a  rug  or  piece  of  carpet  at  the  foot  of  the  hill. 
Children  get  ready  to  coast,  putting  on  imaginary 
mittens,  coats,  and  bonnets,  and  draw  imaginary 
sleds  to  the  hill.  They  climb  the  hill,  stepping 
from  a  low  chair  to  the  table,  seat  themselves  on 
the  sliding-board,  and  are  pushed  and  guided  by  the 
teacher. 

Free  dramatization  of  snowballing.  The  children 
make  a  pile  of  imaginary  snowballs,  and  then  have  a 
real  frolic,  running  after  one  another,  etc.  At  word 
of  command  they  resume  places,  shaking  off   the 


JANUARY.  75 

snow  and  removing  outside  wraps.     This  can  be 
carried  out  only  where  there  is  a  large  open  space. 

STORIES. 

While  the  Earth  Slept  (Snow). — Child  Garden 
Magazine,  Vol.  I. 

"  The  Story  of  Agoonack." — Seven  Little  Sisters 

.  .  .Jane  Austin. 

The  whole  story  of  Eskimo  life,  especially  in  the 
kindergarten,  may  be  centred  around  Agoonack 
and  her  family  life. 

MATERIALS. 

Pictures  are  necessary  to  the  development  of  the 
Eskimo  work.  These  can  be  found  in  books  of 
Arctic  Exploration.  Schwatka's  Search,  by  William 
H.  Gilder,  furnishes  some  excellent  material. 

Gifts.—  Build  sledges  for  transporting  logs. 
(Second-gift  cylinders  for  logs.) 

Sleds,  snow  forts. 

Tablets,  sticks,  and  rings.  Represent  spears, 
igloos,  icebergs. 

Modelling. — Blocks  of  snow,  combining  them  to 
make  a  snow  house,  "  igloo."  A  simpler  igloo  is 
made  of  a  half-sphere  hollowed  out  and  covered  with 
cotton  batting. 

Seals,  Eskimo  dogs. 

Cutting. — Free-hand  cutting  of  mittens;  paper 
dolls  (Eskimo),  seals. 

Folding  and  Cutting. — A  hand  sled. 


76     OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Sewing. — The  woodman's  axe ;  a  string  of  sleigh- 
bells;   white  bear. 

Drazving. —  Illustrate  the  uses  of  snow,  e.g., 
children  sliding  down  hill,  snowballing,  or  skating. 

An  Eskimo  village,  a  dog  team. 

Painting. — Sleds;   winter  bonnets  and  coats. 

Cardboard  Modelling. — Cut  and  sew  with  "  over- 
hand "  stitch  an  Eskimo  boat. 

With  pieces  of  soft  kid  make  harness  for  Eskimo 
dogs.     (Dogs  of  clay.) 

January  References. 

STARS. 

Star  land .  .  .  Ball. 

Easy  Star  Lessons .  .  .  Proctor. 

Half-Hours  with  the  Stars  .  .  .  Proctor. 

(Gives  the  constellations  for  each  night.) 

Astronomy  with  an  Opera  Glass .  .  .  Garrett  P. 
Serviss. 

(Gives  legends  of  the  constellations.) 

Story  land  of  the  Stars  .  .  .  Alar  a  Pratt. 

Astronomy  for  Children. — Kindergarten  Maga- 
zine, Vol.  VI. 

In  the  Child's  World .  .  .  Ponlsson. 

Kindergarten  Stories  and  Morning  Talks .  .  . 
Wiltse. 

SNOW. 

Forms  of  Water  .  .  .  Tyndall. 

Fairyland  of  Science,  Chaps.  IV  and  V  .  .  .  Buckley. 


JANUARY.  77 

Schneekrystalle  .  .  .  Dr.  Hellman. 

(Excellent  plates  of  snow  crystals.) 

In  the  Child's  World,  pp.  98,  104,  216... 
Poulsson. 

Kindergarten  Stories  and  Morning-  Talks .  .  . 
Wiltse,  pp.  107,  no,  113. 

Stories  of  snow  and  frost  can  be  found  in  every 
volume  of  the  Kindergarten  Magazine. 

ESKIMO. 

Schwatkas  Search .  .  .  Gilder. 

Little  Children  of  the  Cold.  .  .  Schwatka. 

Seven  Little  Sisters .  .  .Jane  Andrews. 

Each  and  All .  .  .Jane  Andrews. 

The  Voyage  of  the  Vega. 

The  Polar  World .  .  .  Hartweg. 

Harper  s  Magazine,  Vol.  XXIX. 

The  Open  Polar  Sea  .  .  .  Dr.  Hayes. 

Wide  Awake ;  April  1889. 

St.  Nicholas  Magazine,  1885. 


FEBRUARY. 

General  Thought. 

Man's  Relation   to   Organized   Society  and 
to  the  State. 

Love  must  find  expression  in  the  concrete — in 
service. 

The  symbolism  of  valentines. 
Love  for  country — patriotism. 

FIRST   AND   SECOND   WEEKS. 

(From  ist  to  14th  of  Feb.) 

Birds  from  the  North — Snowbirds.     Pigeons.      St. 

Valentine. 

Snowbirds. 

(Introduce  the  topic  as  connected  with  the  North, 
of  which  we  have  been  talking.) 

There  is  something  which  comes  to  us  every  year 
from  the  cold  country  where  Agoonack  lives — the 
little  snowbird.  We  remember  that  our  summer 
birds  went  away  from  us  when  cold  weather  came. 

78 


FEBRUARY.  79 

Agoonack's  summer  birds  (these  little    snowbirds) 
went  South  too,  and  so  came  to  us. 
Some  of  their  habits. 

They  love  the  cold  and  the  snow,  and  often 

come  to  us  just  before  a  snow-storm.     They 

love   to   be   together  and   to  fly   around   in 

flocks.     The  strong-stemmed  plants  that  still 

hold   some   of  their  seeds   above  the   snow 

furnish  them  food.     They  go  away  from  us 

when  warm  weather  comes,   to  make  their 

home  in  the  far  North.     There  they  build 

their  nests  and  rear  their  young. 

Make  the  children  familiar  with  the  snowbirds, 

encouraging   them    to   watch   them   out   of    doors. 

Present  them  with  a  stuffed  specimen,  if  possible, 

for  closer  study. 

This  naturally  suggests  other  winter  birds.  En- 
courage the  children  to  make  and  report  observa- 
tions upon  them.  During  these  observations  direct 
the  children's  attention  to  the  pigeon,  and  bring 
out  the  following  characteristics  and  uses: 

Its  loving  disposition,  shown  in  its  constancy  and 
devotion  to  its  mate  and  its  little  ones. 

(Dwell  upon  this  for  the  good  effect  it  may  have 
upon  the  children.) 

How  it  builds  its  nest. 

Tame  pigeons  living  in  our  barns  and  pigeon- 
houses  do  not  build  nests.     They  use  the 
straw  or  hay  that  we  put  in  for  them. 
Wild  pigeons  live  in  the  woods  and  make  nests 


So     OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

in  the  trees.  A  hundred  pigeons  sometimes 
nest  in  one  tree.  (Doves  will  not  build 
nests  in  the  same  tree,  a  marked  difference 
between  the  two — see  Audubon.)  The  nest 
is  very  loosely  constructed  and  shows  little 
skill.  ' 
The  care  for  the  young. 

The  pigeon  lays  two  white  eggs.  When  the 
little  ones  come,  both  parents  care  for  them 
tenderly,  feeding  them  with  a  milky  fluid 
secreted  in  their  crops.  The  mother  and  the 
little  ones  talk  together,  and  their  cooing  is 
soft  and  low. 

The  Carrier  Pigeon. 
Uses. 

To  carry  letters  and  greetings  to  friends  before 

the  days  of  railroads  and  telegraphs. 
To  carry  messages  in  times  of  war. 
The  advantage  of  using  the  carrier  pigeon. 
It  can  be  used  at  any  time,  day  or  night. 
It  flies  so  high    in  the    air  that  it  cannot  be 

easily  seen. 
Its  flight  is  so  rapid  (the  average  speed  is  a 
mile  a  minute). 
Where  a  pigeon  can  be  sent. 

Only  to  its  own  home.     (The  affection  of  the 
pigeon  for  its  home.) 
How  it  is  trained  to  find  its  way  home. 

By  frequent  journeys  of  constantly  increasing 
length. 


FEBRUARY.  81 

St.  Valentine. 
Who  he  was. 

A  priest  who  lived  long  ago  and  was  so  good 
that  people  called  him  "  Saint  "  Valentine. 
His  life. 

He  worked  for  and  loved  his  people,  going  from 
village  to  village  to  see  them  and  to  teach 
them  how  to  be  loving  and  good. 
His  people. 

Every  one  loved  him.     The  little  children  were 
always  glad  to  see  him  because  he  was  so 
good  to  them. 
His  messages  to  them. 

When  he  became  too  old  to  go  to  them,  he 
used   to   send   them   messages   of   love    and 
remembrance. 
His  birthday. 

After  a  while  people  began  to  keep  his  birth- 
day by  sending  messages  to  their  friends  to 
tell  them  they  were  loved,  just  as  St.  Valen- 
tine had  sent  messages  to  them. 
Valentines. 

These  messages  were  finally  called  "  valen- 
tines," in  honor  of  the  good  old  man.  We 
still  send  them  on  his  birthday,  February 
14th.  Sometimes  these  valentines  have  a 
few  words  of  love  in  them,  sometimes  they 
are  just  pretty  cards.  Whether  they  say 
anything  or  not,  they  always  make  us  happy, 
and  whenever  we  get  a  valentine  we  know 


82    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

that  some  one  loves  us  and  has  tried  to  tell 
us  of  it. 
Would  it  not  be  nice  for  each  one  of  us  to  make 
a  real  valentine  to  give  to  some  one  we  love  very- 
much  ? 

Plan   valentines   with   the    children.      Let    them 
trace  a  little  valentine  on  its  journey,  thinking  of 
the  many  people  who  help  it  on  its  way.     (Post- 
office  clerks,  railroad  men,  postmen.) 
Symbols  of  love. 

By  showing  valentines  (those  of  last  year 
brought  by  the  children  if  possible),  let  them 
see  some  of  the  symbols  of  love  often  used, 
as  hearts,  carrier  pigeons,  etc.  From  what 
we  know  of  the  pigeon,  its  tenderness  and 
devotion,  see  its  appropriateness  as  a  symbol 
of  love. 

SONGS   AND    GAMES. 

The  Pigeon  Song. — Songs  and  Games  for  Little 
Ones  .  .  .  Walker -J enks. 

Free  dramatization  of  carrier  pigeons:  The  ring 
represents  the  home;  some  child  starts  out  on  a 
journey  taking  his  carrier  pigeon  {child)  with  him. 
Tying  a  letter  or  valentine  about  its  neck  he  sets  it 
free,  and  it  returns  to  its  home,  where  the  imaginary 
letter  is  opened  and  read. 

STORIES. 
Valentines  from  the  Princess  Hexa  (snowflakes). 
.  .  .  Child  Garden  Magazine,  Vol.  I. 


FEBRUARY.  83 

Birds  and  Their  Nests. — Kindergarten  Gems .  .  . 
Ketch  u  m  -J or  gen  sen . 

A  True  Pigeon  Story. — In  the  Child's  World .  .  . 
Poulsson. 

The  Dove  and  the  Ant .  .  .  JEsop. 

MATERIALS. 

Sieze  every  opportune  for  watching  birds. 

Hang  baskets  of  seeds  and  crumbs  in  trees  to 
coax  the  birds  near  the  building. 

A  tame  pigeon  can  often  be  brought  into  the 
room  where  the  children  can  watch  and  feed  it. 

Gifts. — Build  pigeon-homes;  letter-boxes,  mail- 
cart,  post-office,  mail-cars.     (Railroad.) 

Modelling.  —  Pigeon. 

Folding. — Envelopes  for  valentines;  in  corner 
paste  colored  square  or  draw  a  stamp. 

Cornucopia  for  bird-seed  to  hang  in  trees. 

Cutting. — Snow  bunting. 

Sewing. — Pigeon-house. 

Painting. — Mail-box  (for  valentines). 

Drawing. — Pigeons  flying  and  at  rest. 
Snowbirds  in  flocks. 

Suggestions  for  valentines. 

1.  From  silver  paper  cut  a  design  from  "  snow- 
flake  sequence  "  (see  January),  mount  on  hexagonal 
background  of  blue  Bristol-board.  Paint  or  color 
motto  on  the  back. 

2.  Cut  hearts  of  Bristol-board;  cover  one  side  of 
each  with  wadding,  sachet-powder,   and  red  crepe 


84  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

paper;  fasten  the  two  together.     Finish  with  a  bow 
of  crepe  paper. 

3.  Cut  small  pigeon  with  letter  in  its  mouth  from 
heavy  white  paper;  mount  on  card  of  colored 
Bristol-board ;  gilt  edge. 

THIRD   WEEK. 

(14th  to  22d.) 

Love  of  Country.     Patriotism. 

George  Washington  as  a  Little  Boy. 

In  a  talk  with  the  children  bring  out  the  home- 
love  that  we  have  been  thinking  of  all  the  year — 
the  child's  home,  the  bird's  home,  Agoonack's 
home,  etc. 

Introduce   the   story   of   George   Washington  as 
that  of  a  little  boy  who  loved  his  home,  his  friends, 
and  later  his  country,  and  who  showed  this  love  by 
doing  brave  and  beautiful  things  for  them  all. 
His  home. 

In  the  South  on  a  large  plantation. 
(Give  the  children  an  idea  of  a  plantation.) 
His  natural  environments. 

Large  fields  to  play  in;  running  brooks,  where 
he    could   watch    the    fish   play,   and    many 
animals  to  love  and  care  for. 
His  family. 

Give  the  children  some  knowledge  of  the  Wash- 


FEBRUARY. 


85 


ington  family,  and  tell  anecdotes  to  show  the  love 
of  the  parents. 
His  occupations. 

His  love  and  care  for  his  dogs  and  his  pony 

"  Hero." 
His  love  for  playing  soldier. 
His  school. 

Tell  the  children  of  the  influence  of  his 
parents  on  his  early  life.  Owing  to  the 
early  death  of  his  father  much  of  George's 
knowledge  of  books  and  his  real  character- 
training  was  due  to  the  judicious  home- 
treatment  of  his  mother. 
Give  the  children  an  idea  of  the  district 
school  that  George  attended,  and  empha- 
size his  perseverence  and  completeness  in 
all  that  he  undertook. 

Surveying. 

Explain  its  use  (measuring  land  so  that  each 
one  may  know  where  his  own  fence  be- 
longs), and  see  the  necessity  for  accuracy 
in  such  work. 

George's  painstaking  work  in  school  fitted 
him  for  this  difficult  task. 

While  out  in  the  woods  surveying  he  fre- 
quently met  Indians,  and  came  to  know 
many    of    their    habits.       (Recall    Indian 
work  given  in  November  outlines.) 
His  employment  as  a  messenger. 

Owing  to  his  knowledge  of  the  country  and 


86    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

of  the  Indians,  gained  largely  while  sur- 
veying, he  was  well  fitted  for  this  work, 
and  showed  himself  trustworthy,  brave 
and  daring. 

George  Washington  as  a  Soldier. 

Condition  of  the  country. 

Quickly  and  very  briefly  recall  the  injustice 
which  drove  the  Pilgrims  from  England  and 
their  hardships  in  settling  this,  the  new 
country.  Tell  the  children  simply  of  the 
growth  and  prosperity  of  the  country,  the 
exactions  that  were  again  coming  from  Eng- 
land, and  the  longing  of  the  people  for  in- 
dependence. 
His  generalship. 

Recall  his  boyish  love  for  military  play. 

Tell  the  children  something  of  his  duties  as 
a  general  and  why  he  was  chosen  for  the 
position.  Because  of  the  confidence  every 
one  had  in  him,  owing  to  his  honesty, 
bravery  and  sense  of  justice  displayed  from 
boyhood  up. 
Recall  his  love  and  care  for  his  pony  "  Hero." 
Tell  of  his  love  and  care  for  his  powerful 
war-horse,  and  some  of  the  ways  in  which 
it  served  him.  How  he  Avon  the  love  of 
his  men.  By  always  as  far  as  possible  pro- 
viding for  their  comfort,    by   his  bravery 


FEBRUARY.  87 

and  courage.     To  the  older  children  tell 
of  his  sympathy  even  when  he   could  not 
materially    alter    conditions.     Through    a 
little  of  the  story  of  "  Valley  Forge,"  let 
them  see  how  with  all  these  hardships  the 
men's  courage  might  have  failed  them,  had 
it  not  been  for  Washington. 
Unity   in  diversity.      Help  the    children   to   see 
that  Washington  alone  could  not  have  won  the 
victory.     It  takes  many  men  to  make  an  army, 
and  it  is  their  courage  and  bravery  which  wins ; 
but  so  many  people  could  not  work  together 
without  some  one  to  tell  them  what  to  do,  and 
to  set  them  an  example  of  bravery  and  courage. 
Give  some   examples   of  strength   in  unity  in 
everyday  life. 
The  flag.     Through  pictures  lead  the  children  to 
see  that  each  country  has  its  own  flag  and  what 
use    is    made    of    it.       Washington's    soldiers 
wanted  a  flag  of  their  own.     They  could  not 
carry  the  English  flag.      They  wanted  a  beau- 
tiful flag  to  love  and  carry,  so  they  made  one 
with  the  stars  and  the  beautiful  colors  of  the 
sky  in  it.      To  the  older  children  explain  sim- 
ply the  meaning  of  the  stars  and  stripes  (thir- 
teen colonies,  and  our  states). 


SS    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 


George  Washington  as  President. 

(For  the  older  children.) 

After  the  war  was  over,  people  remembered  how 
wise  and  brave  Washington  had  always  been 
and  they  thought  he  would  help  govern   the 
country  well,  so  they  made  him  president. 

Just  enough  of  the  story  of  his  inauguration  to 
show  how  eager  the  people  were  to  do  him 
honor — arches  of  flowers,  etc. 

Tell  them  of  the  city  that  was  named  after  him 
and  of  how  the  President  always  lives  there. 

SONGS   AND   GAMES. 

America. 

"  There  are  many  flags  in  many  lands." — The 
Child's  So?ig  Book  .  .  .  Barnes. 

Military  marching.  Children  wear  paper  caps, 
one  child  carries  the  colors,  one  child  as  captain 
leads  the  march  and  gives  the  orders. 

STORIES. 

The  simple  story  of  Washington's  life  can  be 
built  up  from  material  taken  from  histories  and 
from  anecdotes  given  in  children's  story-books. 
The  Story  Hour,  by  Kate  D.  Wiggin,  and  A  First 
Book  of  American  History,  by  Edward  Eggleston, 
are  especially  good. 


FEBRUARY.  89 


MATERIALS. 


Encourage  children  to  bring  their  story-books 
having  pictures  or  anecdotes  of  Washington. 

Gifts. — Build  colonial  houses,  bridges  for  the 
army.     With  triangular  tablets  represent  tents. 

Modelling. — D  r  u  m . 

Cutting. — Pony  from  stencilled  outline.  Badges 
of  red,  white,  and  blue  to  wear  on  the  22d  of 
February. 

Folding. — Tents,  soldier  caps.  (Caps  can  be 
made  of  white  paper  with  cockades  of  red  and  blue, 
and  worn  during  military  marching.) 

Sewing. — Guns;  Washington's  sword. 

Pa  in  ting. — Flag. 

Drawing. — Illustrate  Washington  playing  soldier. 

FOURTH  WEEK. 

Benjamin  Franklin.     His  Help  in  the  War — "  The 
Pen,  not  the  Sword." 

Little  Benjamin  Franklin. 

Introduce  the  story  of  Franklin  as  that  of  another 
little  boy  who  loved  his  home  very  much  and  later 
helped  his  country. 
Where  he  lived. 

In  a  city  in  the  East.  Contrast  with  Washing- 
ton's home  in  the  country  (plantation)  in  the 
South. 


90    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

His  family. 

Love  and  care  of  the  parents. 
Number  of  children. 
Love  of  children  for  one  another. 
Family  circumstances. 
His  occupations. 
Love  of  play. 

Flying  kites,   sailing  boats,   playing  on  the 

Commons. 
Making  mud-pies  (an  anecdote,  from  which 

a  lesson  may  be  drawn). 
Building  wharf  (an  anecdote.      A  good  les- 
son may  be  drawn  from  this). 
Running  errands. 

Benjamin  Franklin  as  a  Youth. 

School  life. 

Of  short  duration. 
Faithfulness  and  love  for  study. 
Helping  his  father. 

Father's   occupation — candle-maker.       Impor- 
tance of  candles  in  those  days  and  how  they 
were  made. 
Kindness  of  his  father  in  giving  him  time  for 

play. 
Benjamin's  duties: 

Cutting  wicks,  running  errands,  tending  the 
shop. 
His  love  for  printing — coming  from  his  love  of 
books  and  from  seeing  his  brother  print. 


FEBRUARY.  91 

His  work  in  his  brother's  shop  and  his  sacrifice 

of  meat  to  buy  books. 
His  journey  to  Philadelphia. 

How  he  worked  to  pay  for  his  passage. 

His  few  clothes  and  little  money. 

His  arrival.      The  generosity  he  showed  in  giv- 
ing away  his  roll  of  bread. 

Benjamin  Franklin  as  a  Man. 

His  industry  and  perseverance.  He  finally  be- 
came a  printer  like  his  brother,  and  wrote  a  book 
full  of  good  advice  to  people. 

Get  from  the  children  what  they  know  of  the  uses 
of  electricity — for  street-lamps,  street-cars,  etc. 
Tell  them  Benjamin  Franklin  helped  to  find  out 
something  about  electricity. 

Benjamin  Franklin  as  a  Patriot. 

His  love  for  his  country. 

His  help  in  the  war.  Writing  about  it  so  all 
could  know  and  love  its  purpose;  going  across  the 
ocean  to  persuade  people  to  send  money  and  sup- 
plies. Contrast  these  services  with  those  of  Wash- 
ington. 

SONGS   AND    GAMES. 

Hymn.  Jesus  bids  us  Shine.  (Emphasizes  per- 
sonal duty.) — Songs  and  Games  for  Little  Ones  .  .  . 
Walker-Jenks. 

Fishing  Game.      (Correlates  with  Franklin's  boy- 


92    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

ish  sports.)     (See  November,  Third  week.) — Kin- 
dergarten Chimes  .  .  .  Kate  D.   Wiggin. 

STORIES. 

The  whole  thought  is  to  be  carried  out  in  story 
form.  Material  to  be  gained  from  histories  and 
biographies. 

MATERIALS. 

Type  can  easily  be  obtained  from  a  printing-office, 
and  with  the  use  of  an  ordinary  stamping-pad  the 
children  can  print  short  words  or  Franklin's  name 
to  get  an  idea  of  how  printing  is  done. 

In  the  kindergarten,  real  candles  are  made  from 
tallow.  The  moulds  are  made  of  cardboard.  (Re- 
call the  Eskimo's  use  of  fat  to  light  the  igloo.) 

Sand  table  representation  of  Franklin's  home 
and  plays.  Make  the  house  of  blocks,  wharf  of 
real  stones,  pond  of  basin  of  water,  Franklin  and 
his  friends  of  paper  dolls  (cardboard). 

Table  Game — fishing.  Pasteboard  box  with  slits 
in  the  cover  represents  the  water.  Cardboard  fish 
(with  holes  in  the  mouths)  are  set  in  these  slits. 
Children  fish  with  string  and  bent  pins. 

Gifts. — Build  wharves;   printing-offices. 

Modelling. — Make  type  (a  raised  letter  on  back- 
ground). 

Candle  with  string  inside  for  a  wick. 

Cardboard  Modelling. — A  candle-stick  (modified 
match-holder.    See  suggestions  for  Christmas  work.) 


FEBRUARY.  93 

Cutting. — Free-hand  cutting  of  fish  (draw  scales). 
Children  use  these  fish  for  the  table  game — fishing. 
Measure  and  cut  a  given  number  of  inches  of 
string,  thus  representing  Franklin  helping  his 
father  to  cut  wicks. 
Pasting. — Chains    of    red,    white,    and    blue    to 
decorate  the  room. 
Folding . — Kite. 
Sewing.  — Fish. 

February  References. 

SNOWBIRDS. 

Our  Birds  and  Their  Haunts,  p.  30...  J.  H. 
Langille. 

Our  Common  Birds  and  How  to  Know  Them.  .  . 
John  Grant. 

Sharp  Eyes .  .  .  Gibson. 

PIGEONS. 

Seaside  and  Wayside,  No.  3  .  .  .Julia  McNair 
Wright. 

Systematic  Science  .  .  .  Hozue. 

In  the  Child's  World .  .  .  Poulsson. 

ST.    VALENTINE. 

Kindergarten  Magazine,  Vol.  I.  p.  108;  Vol.  II. 
p.  316;  Vol.  III.  p.  297;  Vol.  IV.  p.  348. 
In  the  Child's  World .  .  .  Poulsson. 


94    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

WASHINGTON. 

Life  of  Washington  .  .  .  Washington  Irving. 

The  Story  of  Washington  .  .  .  Mary  Eggleston 
See  lye. 

American  History  Stories,  Vol.  II.  .  .  .  Mara 
Pratt. 

Stories  of  Our  Country  .  .  .Johonnot. 

Stories  of  Our  Country  .  .  .  Mrs.  Monroe. 

The  Story  Hour  .  .  .  IViggiu. 

Kindergarten  Magazine,  Vols.  I.,  II.,  III.,  IV., 
V. 

FRANKLIN. 

Autobiography .  .  .  Edited  by  foJin  Bigelow. 

Life  and  Times  of  Franklin  .  .  .fames  Part  on. 

American  Statesmen  Series,  Vol.  I.  .  .  .John  T. 
Morse. 

American  Men  of  Letters  Series.  .  .JoJin  B.  Mc- 
Master. 

Child  Garden,  Vol.  I.  {Printing). 

Kindergarten  Stories  and  Morning  Talks.  {Print- 
ing.) .  .  .Sara  JViltse. 


MARCH. 

General  Thoughts. 

Unseen  Forces  Exist  and  are  the  Mysteri- 
ous Causes  of  well-known  Phenomena. 

The  awakening  of  life  in  response  to  the  mys- 
terious forces  of  nature — wind,  sun. 

FIRST   WEEK. 

The  Forces  of  Nature —  Wind,  Sun. 

The  Wind. 

Uses  to  nature. 

In  autumn.     (Largely  review.     See  September 
and  October.) 
Tells  the  birds  of  winter  and  helps  them  fly 

South. 
Helps   the   trees   get   ready   for   winter   and 

plays  with  the  leaves. 
Freezes  the  streams  and  scatters  the  snow 

with  Jack  Frost's  help. 
Brings  down  the  nuts  and  fruits,  thus  help- 
ing the  farmer  and  the  squirrel. 

95 


96     OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Scatters    the    seeds    and   covers   them   with 
leaves. 
hi  spring. 

Boisterous  winds  break  up  the  ice  and  help 
Mother  Nature  with  her  spring  house- 
cleaning,  sweeping  the  ground  and  purify- 
ing the  atmosphere. 
Gentle  winds  bring  back  the  birds,  and 
whisper  to  the  seeds  and  trees  that  it  is 
time  to  wake  up. 
Uses  to  man. 

Gives  the  children  a  good  deal  of  pleasure  in 

helping  them  fly  kites  and  pinwheels. 
Dries  roads  and  clothes.     (Recall  talks  on  evap- 
oration, January.) 
Aids  the  miller  in  his  work.     (Recall  talks  on 

the  miller,  November.) 
Aids  the  sailor.      (Recall  Mayflower.) 
Aids    the   farmer    by   turning    his   windmill — 
(watering  stock,  etc.) 
Direction  of  the  wind. 

The  wind  comes  sometimes  from  one  direction 

and  sometimes  from  another. 
How  indicated — weather-vanes,  bending  trees, 
etc. 
The  wind  is  a  force,  and  like  all  forces  can  be  seen 
only  in  its  action  upon  matter. 

Children  will  be  made  to  think  of  this  through 
such  questions  as  the  following: 
Can  we  hear  the  wind  ? 


MARCH.  97 

Can  we  feel  the  wind  ? 

Can  we  see  the  wind  ? 

Can  we  tell  that  the  wind  is  blowing  when  we 

neither  feel  nor  hear   it  (by  seeing  what  it 

does — bends  trees,  etc.)? 
Can  we  tell  whether  the  wind  is  travelling  fast 

or  slow  (motion  of  trees,  windmills,  etc.)? 

The  Sunshine. 

The  work  it  does. 

Draw  from  the  children  their  ideas  of  the  work 

of  the  sun,  especially  noting: 
How  it  wakens  people  and  animals  each  day, 

giving  us  light. 
How    it    melts    the   snow    and   "  unlocks    the 

streams." 
How  it  helps  to  dry  the  roads,  and  the  clothes 

we  wash. 
The  pleasure  it  gives  to  man  and  animals  : 
Through  its  warmth ; 
Through  its  aid  to  vegetation,  thus  making  the 

world  beautiful  for  us; 
Through    its    beauty — dancing  on    the  water, 

sunsets,  rainbow. 

SONGS   AND    GAMES. 

Wind  Song. — Songs  for  Little  Children,  Part  I. 
.  .  .  Smith. 

The  Sunbeams. — Songs  for  Little  Children,  Part 
II .  .  .  Smith.     Or, 


98    OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

"  '  Awake,'  said  the  Sunshine." — Songs  for  Lit- 
tle Children,  Part  I .  .  .  Smith. 

Dramatize  the  early  morning  work  of  the  sun- 
beams. Children  go  to  sleep  in  their  chairs  {beds), 
some  child  {the  stin)  steals  around  the  room,  awaken- 
ing them.  They  awaken  slowly,  rubbing  their  eyes, 
stretching  their  arms,  etc. 

Dramatize  other  work  of  the  wind  and  the  sun, 
as  suggested  by  the  children. 

For  calisthenics.  Four  children  represent  the 
different  winds,  as  each  wind  blows,  the  remaining 
children  representing  trees  bend  in  the  proper 
direction. 

STORIES. 

How  the  Wind  Worked  with  a  Will. — Kinder- 
garten Magazine,  Vol.  V. 

Hermes. — Nature  Myths .  .  .  Flora  Cooke. 
The  Wind  and  the  Sun  .  .  .  JEsop. 

MATERIALS. 

Children  find  different  kinds  of  weather-vanes  in 
the  neighborhood  and  report  direction  of  the  wind 
daily. 

Let  the  children  help  to  make  a  simple  weather- 
vane.  Bore  a  hole  in  the  end  of  a  yardstick,  put 
a  round  stick  {penholder)  in  this  hole,  and  with  a 
heavy  pin  fasten  to  the  end  of  this  round  stick  a 
dart  cut  from  pasteboard  or  a  shingle.      Put    this 


MARCH.  99 

weather-vane  out  of  the  window,  shutting  the  win- 
dow upon  it  to  hold  it  in  place. 

A  prism  should  be  hung  in  the  sunshine  where 
the  children  can  enjoy  it  every  day. 

Gifts. — First  Gift.  Arrange  the  balls  in  spectrum 
order,  and  repeat  until  each  child  is  able  to  arrange 
for  himself. 

Second  Gift — box  and  sticks.  A  support  for 
a  clothes-line. 

Build  windmill  with  paper  wheel;  barns  with 
paper  weather-vane  on  top;  pump  worked  by  wind- 
mill ;   beds  and  windows. 

Tablets,  sticks,  and  rings.  Represent  seeds 
scattered  by  the  wind;  trees  and  plants  bending  in 
the  wind,  changing  the  slant  to  show  wind  coming 
from  different  directions;  fancy  windows  (for  the 
sunshine  to  come  through). 

Modelling. — (Cardboard)  pyramidal  windmill. 

Cutting.  —  Pinwheels,  free-hand  cutting  of 
weather-vanes. 

Folding. — Sailboats  and  kites. 

Sewing. — Windmills;   sun  with  rays;   rainbow. 

Pasting. — Reproduce  tablet-work;  beauty-forms 
laid  with  the  fourth  gift  (windmill  wheels). 

Drawing. — Illustrate  the  work  of  the  wind,  as: 
trees  bending  in  the  wind;  children  flying  kites. 
Paste  parquetry  circle  for  sun  and  draw-rays. 


ioo  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 


SECOND   WEEK. 

The    Work   of  the    Sun  and  the    Warm    Winds   in 
Awakening  the  Maple  and  the  Willow  Trees. 

The  Maple  Tree. 

Select  a  tree  in  which  the  sap  flows  freely  to  visit 
and  observe  from  day  to  day.  Compare  with  the 
pine  tree  selected  in  December  for  continuous  ob- 
servation. Notice  the  bare  branches,  the  fine  twigs 
and  the  general  contour,  the  height  at  which  the 
branching  begins,  etc.  Contrast  at  each  step  with 
the  pine.  Break  off  twigs  to  see  the  sap  flowing, 
and  notice  how  the  sap  falls  to  the  ground  around 
the  tree. 

Tap  a  maple  tree  and  obtain  at  least  two  quarts 
of  sap  to  boil,  making  syrup  and  sugar.  While 
boiling  notice  the  clouds  of  vapor  arising  (recall 
work  on  evaporation);  notice  the  rapid  decrease  in 
bulk;  the  change  in  color.  Taste  sap,  syrup,  and 
sugar. 

A  little  study  of  sap. 

What  it  is.     A  thin  liquid  found  in  trees  and 
plants. 

Color. 

Composition,  and  use  to  the  tree — 
sugar  and  water. 

Influence  of  the  frost  and  the  sun  on  the  sap. 


MARCH.  ioi 

How  obtained  from  the  tree. 

Use  to  man — syrup,  sugar. 
Uses  of  the  tree:    for  shade,  fuel,   building,  etc. 
(Special   attention   to   its    use   in   kindergarten   ma- 
terials.) 


The  Willow  Tree. 

Select  a  tree  and  visit  it   often.     Cut  branches 
and  keep  in  water,  noting  changes. 
Characteristics. 

Drooping  growth  of  branches. 

Pliable  character  of  branches. 

Character  and  color  of  bark  on  the  trunk  and 

on  the  branches. 
The  arrangement  of  buds. 
"Pussy."     What  it  is— flower. 
Collect  two  kinds  of  "  pussies."     Watch  their 
development,  noticing  that  there  is  pollen  in 
one  and  not  in  the  other. 
Explain  very  simply  the  use  of  the  pollen. 
Notice  growth  of"  pussies  "  {hugging  the  stem), 

also  their  arrangement  on  the  stem. 
The  "  pussy's  "  cradle;  its  color  and  shape. 
The  use  of  the  "  pussy-fur"  to  birds  (lining 
nests). 
Uses  of  the  tree — for  shade,  baskets,  furniture, 
whistles,  etc. 


102  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS   AND    GAMES. 

Pussy  Willow. — Songs  and  Games  for  Little  Ones 
.  .  .  Walker-Jenks. 

The  -Sap  has  begun  to  Flow. — Songs  for  Little 
Children,  Part  II ' .    .  Smith. 

STORIES. 

Mother  Willow's  Babies. — Kindergarten  Maga- 
zine, Vol.  II.  p.  332. 

The  Maple  Tree's  Surprise. — In  the  Child's 
World .  .  .  Poulsson. 

MATERIALS. 

Gifts. — Second  Gift.  Box,  a  wagon  for  collecting 
sap;  suspended  sphere,  a  sap-kettle;  cylinder;  a 
can  of  maple-syrup;  cube,  a  cake  of  maple-sugar. 

Build  shanty  (found  in  sugar-camp);  sled  or 
wagon  for  collecting  sap. 

Sticks,  rings,  and  tablets.  Represent  sap-kettle 
suspended  over  a  fire  (half  circle  for  kettle,  half 
ring  for  handle). 

With  sticks  and  half  circles  represent  pussy  wil- 
lows {emphasizing  position  arid  arrangement  on  the 
stein). 

Modelling. — Sap-buckets,  kettle,  cakes  of  maple- 
sugar  [based  on  fourth  gift). 

Cutting  (free-hand).  —  Pussy  willows  of  gray 
paper  pasted  on  a  stem  of  brown  paper. 

Pasting. — Reproduce  tablet-work. 


MARCH.  103 

Drawing. — Branch  of  pussy  willows;  sugar-camp. 
Sand  Table. — Represent  sugar-camp. 

THIRD   WEEK. 

Animal  Life — the  Freedom  it  Enjoys  in  the  Spring. 

The  Horse.     Man' s  greatest  helper. 
Its  use  to  man : 

Gives  us  pleasure — riding  and  driving. 
Helps    us    work — plowing    for   the    farmer; 
delivering  goods  for  the  grocer;   carrying 
heavy  articles  for  the  drayman. 
We  make  glue  from  the  hoofs  and  use  the 
hair  in  plaster. 
His  dependence  upon  man  for: 
Shelter — barn,  blanket,  bed. 
Food — pure  water,  oats,  hay,  grass  (pleasure 
the  horse  feels  in  a  change  of  food  in  the 
spring). 
Shoeing — by  whom?  how  ?  why  ? 
For  love  and  confidence.      Often  has  courage 

in  danger  when  spoken  to  kindly. 
Little  children  can  keep  papers  and  strange 
articles  out  of  the  road,  so  that  horses  may 
not  be  frightened.  (Recall  Washington's 
love  and  care  for  "  Hero  "  and  his  war- 
horse.) 
Habits. 

Natural.     To  roll  and  play.      (Think  especially 


104  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

of  the  pleasure  the  horse  feels  in  the  freedom 

that  comes  with  the  spring,   rolling  in    the 

dirt,  racing  in  the  wind.) 

To  walk,  run,  trot,  and  gallop. 

To  whinny  and  to  neigh. 
Acquired.     To  obey  signals  given  by  lines,  the 

voice  or  by  a  bell  {Jire-engine  horse).     (This 

obedience  necessary  to  self-preservation,  and 

safety  of  others.) 

To    perform — dancing    to    music;    standing 
on  hind  legs;   kneeling. 
General  appearance. 

Head,  long  and  narrow. 

Eyes,  large  and  able  to  see  at  the  side  and  a 

little  back  as  well  as  straight  ahead. 
Ears.      Children  tell  their  use. 
Body.      Shape;  size;  curve  of  the  back;  car- 
riage of  head ;  covering,  winter  and  summer. 
Mane  and  tail.      Long,  coarse  hair. 

Use.     Gives  beauty  to  the  horse;  helps  to 
protect  him  from  flies. 
Hoof.      Shape. 

Use.     To  protect  the  horse's  foot. 
Characteristics. 

Strength,  intelligence,  affection,  patience. 

SONGS   AND    GAMES. 

The  Blacksmith.      (See  January,  Second  week.) 
Dramatize   the   work   of   the   horse.     To   quick, 
well-accented  music,  let  horse  trot  around  the  ring. 


MARCH.  I05 

Represent  horse  plowing,   letting  boards  of  the 
floor  be  the  furrows. 

STORIES. 

A  wise   Old  Horse.—  In  the   Child's    World... 

Potdsson. 

The  Horse  that  Fed  His  Friend. — ///  the  Child's 

World  .  .  .  Poulsson. 

r 

MATERIALS. 

Visit   a  horse   if   possible.      In  some  places  the 
children   can   see   fire-engine  horses  in   their  daily 

drill. 

Gifts.— Build  stalls,  manger,  wagons,  fire-engine. 

Modelling. — Horseshoe,  trough. 

Folding. — Barns. 

Cutting.  —  Horse    and  colt    (stencilled   outlines); 
blanket  of  cloth. 

Painting. — Horses,  wagons. 

Drawing — Illustrate  "  The  Blacksmith." 


FOURTH  WEEK. 

Animal  Life — the  Freedom  it  Enjoys  in  the  Spring. 

The  Cow. 

Suggestive  development. 

Recall  the  signs  of  spring  we  have  noted,  the 
warm  winds,  the  sunshine,  the  maple-syrup,  and 
the  pussy  willows.      Emphasize  the  pleasure  every- 


ic6  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

thing  feels  in  the  newly  awakened  sense  of  life 
within  it.  Tell  of  the  early  signs  of  spring  seen  in 
a  railway  journey  through  the  country,  the  horses 
in  the  fields,  running  and  racing:  the  hens  scratch- 
ing in  the  dirt,  and  the  sheep  and  cows  feeding 
along  the  hillsides. 

Draw  from  the  children  their  personal  knowledge 
of  the  uses,  appearance,  and  habits  of  cows. 
Plan  to  visit  a  cow  if  possible. 
At  each  step  compare  the  cow  with  the  horse  and 
the  sheep. 

The  uses  of  the  cow. 
Products. 

Milk   and    cream.      Bring   out    the    interde- 
pendence of  the  farmer  and  milkman,  and 
the  use  of  the  horse  in  delivering  milk. 
Butter  and  cheese.      Relation  of  farmer  and 

grocer. 
Fat  for  cooking  and  making  candles.      (Re- 
call Agoonack  and  Franklin.) 
Glue — from  hoofs.      By  whom  used. 
Fertilizers — from  bones.      Used  by  farmer. 
Ornaments,  buttons,  combs — from  the  horns. 
Hair  for  plaster. 
Leather — from  skin.     (Harness  for  the  horse, 

aprons  for  the  blacksmith,  shoes  for  us.) 
Food — from  the  flesh;   its  name  {beef). 
Strength. 
Use  of  the  ox.      (Ploughing  the  ground,  drawing 
heavy  loads.) 


MARCH.  107 

Dependence  upon  man  for: 
Food. 

In  winter.  Hay,  cornstalks,  vegetables, 
salt,  bran-mash.  (Think  of  the  care  and 
labor  of  the  farmer.) 
hi  summer.  Grass,  clover,  running  water. 
(The  delight  the  cow  feels  in  changing 
from  the  dry  food  of  winter  to  the  fresh 
grass  in  springtime.) 
Shelter. 

The  cow  must  be  kept  warm  if  we  want  her 
to  give  us  a  good  deal  of  milk. 
Milking. 

How  often  milked. 
The  care  of  the  milk. 
Love  and  kindness. 
Habits. 

How  the  cow  eats — chewing  the  cud. 
Tell  the  children  that  in  order  to  make  us  so 
much  nice  sweet  milk,  the  cow  must  eat  a  great 
deal  of  grass.  To  do  this  takes  so  much  time  that 
she  cannot  stop  to  chew  it,  but  rolls  it  up  and 
swallows  it,  keeping  it  in  a  stomach  which  she  has 
for  that  purpose.  At  night,  or  when  she  rests,  she 
brings  this  food  up  again  into  her  mouth  and  chews 
it  very  thoroughly.  Tell  the  children  that  the 
sheep  and  reindeer  eat  in  the  same  way. 
Love  for  the  young. 

How  the  cow  loves  and  cares  for  her  calf,  play- 
ing with  it,  fondling,  and  licking  it. 


108  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

How  they  talk  to  each  other. 
General  appearance. 

Notice  the  line  of  the  head  and  back,  and  the 

carriage  of  the  head. 
Eyes.      Large,  moist,  gentle. 
Horns.      Number,  shape,  construction  (hollow 

inside). 
Tail.      Use,  shape,  (compare  with  horse). 
Hoof.      Shape  (compare  with  sheep  and  horse). 
Teeth.      If  the  children  can  visit  a  cow,  notice 

that  she  has  no  front  teeth  on  the  upper  jaw. 
Characteristics. 

Patience,  kindness,  usefulness. 

SONGS   AND    GAMES. 

Making  Butter. — Finger  Plays  .  .  .  Poulsson.     Or, 

The  Story  of  the  Butter. — Song-stories  for  the 
Kindergarten  .  .  .  Hill. 

In  the  Barn-yard. — Songs  for  Little  Children, 
Part  II .  .  .  Smith.      Or, 

The  Children's  Supper. — Songs  for  Little  Chil- 
dren, Part  II .  .  .  Smith. 

STORIES. 

A  Series  of  Stories  on  the  Cow. — Kindergarten 
Stories  and  Morning  Talks  .  .  .  Wiltse. 

Lord  Cornwall  is'  Knee-buckles. — In  the  Child's 
World .  .  .  Poulsson. 


MARCH.  i°9 

MATERIALS. 

Butter  has  been  successfuly  made  in  the  kinder- 
garten, using  toy  wooden  churns,  and  also  a  glass 
egg-beater.  It  is  well  to  obtain  the  milk  and  let 
the  children  themselves  follow  the  process  through 
to  butter-making. 

Sand  Table. — Fences  of  sticks  and  beads;  barn, 
pump,  trough,  etc.,  of  building  gifts;  meadow  of 
short  green  sticks;  a  pasteboard  cow  to  be  led  to 
the  barn,  pump,  pasture,  etc.,  and  a  paper  doll 
milkmaid  with  stool,  pail,  etc. 

Gifts. — Build  rows  of  stables  for  a  dairy  farm, 
milk-house,  shelves  for  the  milk-pans;  refrigerator; 
milk-wagons. 

Modelling. — Pans,  stools,  cow's  horns,  a  cheese 
with  a  slice  cut  out;  a  churn  with  a  dasher  made  of 
a  stick  and  a  Hailman  bead. 

Cardboard  Modelling. — Milk-pails  covered  with 
silver  paper. 

Folding. — A  milk-stool  from  an  equilateral  tri- 
angle. 

Cutting. — Cow  from  stenciled  outline,  using  dark 
red  paper;  skimmers  from  cardboard  covered  with 
silver  paper,  punch  in  holes. 

Sewing. — Comb. 

Drawing. — Illustrate  "Tlje  Story  of  the  Butter." 

Painting.— Cow  and  calf;  a  card  of  fancy  horn 
buttons. 


HO  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 


March  References. 

WIND  AND  SUN. 

In  the  Child's  World.  .  .  Poulsson. 
The  Fairyland  of  Science  .  .  .  Buckley. 
Myths  and  Mother  Plays  .  .  .  Wiltse. 
11  The  Weather-vane. " — Mother  Play  .  .  .  Froebel. 
The  Light  Bird." — Mother  Play  .  .  .Froebel. 

MAPLE   AND    WILLOW. 

Stories  of  the  Trees  .  .  .  Mrs.  Dyson. 

In  the  Child's  World .  .  .  Poulsson. 

Child  Garden  Magazine,  Vol.  I.  p.  246.  {Sug- 
gestions for  zvork  with  tablets.) 

Demorest  Magazine.  March,  1895.  {Sugar-wak- 
ing.) 

Trees  of  North  Eastern  A  merica  .  .  .  Newhall. 

Kindergarten  Magazine,  Vol.  III.  {How  to  tell 
trees  in  winter.) 

HORSE. 

Black  Beauty  .  .  .  A  nna  Sewell. 

In  the  Child's  World  .  .  .  Poulsson. 

Systematic  Science  .  .  .  Howe. 

Winners  in  Life's  Race .  .  .  Buckley. 

« 
COW. 

Familiar  Animals  and  their  Wild  Kindred .  .  . 
Monteith. 


MARCH.  m 

The  Naturalist's  Library,  Vols.  III.,  VII.,  VIII. 
In  the  Child's  World.  .  .  Poulsson. 
Winners  in  Life's  Race  ....  Buckley. 
Chapters  on  Animals .  .  .  P.  G.  Hamerton. 
Kindergarten     Stories     and    Morning     Talks .  .  . 
Wiltse. 

Systematic  Science  .  .  .  Howe. 

"  Mowing  Grass."— Mother  Play  .  .  .  Froebel. 

"  All's  Gone." — M, other  Play  .  .  .  Froebel. 


APRIL. 

General  Thought. 

Easter  and  its  Significance. 

"  The  germ  of  life  that  has  been  lying  dormant 
in  plant  and  animal  through  the  winter  months  now 
awakens  and  comes  forth  triumphantly  as  it  were, 
to  assert  its  life  power." 

"  Nature  is  of  service  to  man  only  as  he  sees 
through  and  beyond  her." 

Encourage  children  to  bring  in  everything  sug- 
gestive of  new  life,  such  as:  flies,  spiders,  bees, 
earth-worms,  opening  buds,  etc.  In  all  this,  trace 
constantly  the  brighter  life  after  apparent  death 
and  show  that  it  follows  only  through  obedience  to 
certain  conditions. 

FIRST  WEEK. 

The  Hen. 

Suggestive  development. 

A  conversation  with  the  children  upon  the  horse 
and  the  cow  with  a  view  to  reinforcing  the  thought 
of  the  joy  and  freedom  that  everything  feels  in  the 

112 


APRIL.  113 

beautiful  springtime.  Direct  the  children's  thoughts 
to  the  hen  as  being  another  barn-yard  animal  which 
is  very  happy  to  have  spring  come — to  stand  in  the 
sun,  to  scratch  in  the  dirt,  to  give  us  something  we 
like  to  eat,  and  to  love  and  care  for  the  baby  chicks 
that  come  to  her  in  the  spring. 

Let  the  children  tell  what  they  know  of  the  hen, 
and  any  personal  experiences  they  may  have  to 
relate. 

The  horse  and  the  cow  are   covered  with  hair; 
what  is  the  covering  of  the  hen  ? 
She  has  two  feet,  not  four. 

Who  knows  how  many  toes  she  has  on  each  foot  ? 
She  does  not  help  us  with  her  strength  like  the 
horse  and  the  ox, — what  does  she  do  for  us  ? 
Uses  to  man. 
For  eggs. 

Where  we  look  for  them,  "  egg  hunting." 
The  nest. 

Its  loose  construction. 
Usually  made  for  her. 
Compare  with  pigeon's  nest. 
For  meat. 

For  feathers  (beds,  pillows). 
For  destroying  harmful  worms  and  insects. 
Dependence  upon  man. 
For  shelter. 
For  food. 

Corn,    corn-meal,    scraps   from    the    table, 
ground  shells,  etc.  " 


U4 OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

What  does  she  find  for  herself  ? 
For  kindness. 

She    should   have    everything  to  make  her 
comfortable.      Notice  how  little  care  she 
needs  as  compared  with  the  horse  and  cow. 
Habits. 

Laying  eggs. 
Number. 

How  the  hen  talks  after  an  egg  is  laid. 
Hatching. 

Tell  how  long  the  mother  hen  waits  for  the 
baby  chicks  to  grow  inside  of  the  shell, 
and  how  she  sits  upon  the  nest  to  keep 
them  warm. 
Tell  how  tired  and  almost  ill  she  often 
becomes  sitting  so  long  on  the  nest,  and 
think  of  how  much  she  must  love  her  baby 
chicks  to  do  this. 
The  baby  chick. 

How  it   comes  from   the  shell  (pecking  its 

way  out). 
Its  covering — down  at  first. 
(Isn't  it  nice  that  the  little   chick  comes  in 
the  warm  springtime,  so  that  he  may  have 
all  summer  to  grow  feathers  for  winter  ?) 
Its  food. 

Corn-meal  and  water;  worms  and  insects 
found  by  the  mother. 
How  the  mother  hen  protects  it: 
From  cold. 


APRIL.  US 

From  danger. 
How  the   hen  and.  her  chicks  talk  to  each 
other  {imitate). 
Scratching  to  find  food. 
Roosting. 

Time  for  going  to  bed  and  waking. 
Where  she  goes  to  bed. 
How  she  holds  herself  on  {toes). 
Does  not  fly  much. 
(Compare  with  snowbird  and  pigeon.) 

SONGS   AND    GAMES. 

The  Hen. — Finger  Plays  .  .  .  Poulsson. 
Each  Mother  Loves  Best.—  Song-stories  for  the 
Kindergarten  .  .  .  Hill. 

STORIES. 

Susy's  Dream. — Kindergarten  Gems  .  .  .  Ketchum- 
Jorgensen. 

The    Lost    Chicken.—/;/   the    Child's    World... 

Poulsson. 

The    Story   of    Speckle. — ///  the   Child's    World 
.  .  .  Poulsson. 

MATERIALS. 

If  possible  visit  a  hen  and  chickens. 
Gifts. — Build  hen-houses  and  coops. 
Sticks  and  rings.      Represent  little  chicks  around 
a  coop. 

Modelling. — Little  chicks. 


1 16  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Folding. — Chicken.      Cut  and  fold  a  coop. 

Box  (fill  with  excelsior  for  nest). 

Cutting. — Little  chick  breaking  the  shell  (use 
stencilled  outline). 

Free-hand  cutting  of  eggs. 

Cut  tissue-paper  feathers  to  fill  doll-pillows. 

Sewing. — A  rooster's  foot. 

Drawing. — Illustrate  "  Good  Mother  Hen." — 
Finger  Plays  .  .  .  Poulsson. 

Painting. — Hen  and  chickens. 


SECOND  WEEK. 

Easter. 

The  awakening  to  new  life  presented  to  the  chil- 
dren through  a  sympathetic  study  of  a  few  Easter 
symbols:    chick  hid  in  the  dark  shell;   butterfly  hid 
in  the  chrysalis;    Easter  lily  hid  in  the  bulb. 
The  caterpillar. 

Recall  September  work  on  the  caterpillar  and 
dwell  especially  upon  the  following: 
Its  humble  appearance. 
Its  limited  movements. 
Its  patience  and  contentment. 
Its  preparation  for  winter. 
The  awakening  butterfly. 

Tell  how  it  is  formed  during  its  long  winter 
sleep  from  the  body  of  the  caterpillar.      (If 


APRIL.  "7 

the  season  be  a  forward  one  the  cocoons 
gathered  by  the  children  in  the  fall  will  fur- 
nish examples  of  this.) 
Notice  how  in  all  these  changes  the  butterfly 
yet  preserves  something  of  the  structure  of 
the  caterpillar  as  to: 

Cylindrical  form  of  the  body. 
Number    of    legs.       (Recall    number    of 
"  true  "  legs  of  caterpillar.) 
Dwell  especially  upon  the  free,  joyous  life  of 
the  butterfly,   its  beauty  and   grace  as  con- 
trasted with  that  of  the  caterpillar. 
Suggest  the  Easter  symbolism  of  the  butter- 
fly through   some   story,  e.g.,  A  Lesson  of 
Faith.  — Parables  from   Nature  .  .  .  Gatty  ; 
also    found    in    In    the    Child's    World... 
Ponlsson. 
The  lily-bulb  and  lily. 

Show   the   children   a   bulb   of  an   Easter  lily. 
Notice  its  color,  dry  appearance,  and  lack  of 
beauty. 
Show  the  children  an  Easter  lily.     Let  them 

enjoy  its  beauty,  purity,  and  fragrance. 
Give  the  spiritual  idea  through  some  story,  as, 
The  Easter  Lily. — Kindergarten  Magazine, 
Vol.  V. 
Gather  up   in  a  conversation  with  the   children 
Easter  symbols,  as:  chick  in  the  dark  shell,  butter- 
fly  in   the   chrysalis,    lily   in   the   bulb,   and   other 
examples  of  the  awakening  to  new  life. 


n8  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS    AND    GAMES. 

"  The  Caterpillar." — Songs  for  Little  Children, 
Part  II .  .  .  Smith. 

Nature's  Easter  Story. — Song-stories  for  the  Kin- 
dergarten  .  .  .  Hill. 

STORIES. 

A  Lesson  of  Faith. — Parables  from  Nature .  .  . 
Gatty;  or,  In  the  Child' s  World .  .  .  Poulsson. 

The  Easter  Lily. — Kindergarten  Magazine,  Vol.  V. 

MATERIALS. 

Plan  with  the  children  to  make  Easter  cards. 

Gifts. — Build  churches,  greenhouses. 

Tablets,  sticks,  and  rings.  Represent  butterflies 
and  flowers. 

Modelling. — Caterpillar  on  a  leaf,  lily  bulb. 

Cutting. — Easter  eggs  {free-hand). 

Painting. — Easter  eggs. 

Drawing. — Brownie  Easter  eggs. 

A  little  chicken  coming  from  shell  can  be  made 
of  a  piece  of  cotton-batting  tied  to  form  the  head 
and  body,  using  a  toothpick  for  the  bill  and  mark- 
ing the  eyes  with  ink.  Put  into  a  half  egg-shell 
and  hang  with  ribbon  or  thread. 

THIRD   WEEK. 

Birds.  Mating  and  Nesting. 
Review  signs  of  spring  already  noted. 
Emphasize  the  returning  birds. 


APRIL.  IT9 

Think  of  where  they  have  been,  how  they  have 
returned,  how  tired  they  must  be,  etc. 

Something  tells  them  when  to  go  and  when  to 
come  back. 

Think  of  the  cold  weather  and  the  north  winds 
that  came  in  the  fall  and  told  the  birds  that 
it  was  time  to  leave  and  helped  them  on 
their  way. 

Cold  weather  and  the  north  winds  caused  all 
birds  to  fly  South,  driving  our  summer  birds 
to  the  South  and  sending  Agoonack's  snow- 
birds southward  too, thus  bringing  them  to  us. 

Warm  weather  and  the  south  winds  help  all  the 
birds  to  fly  North,  carrying  the    snowbirds 
back  to  Agoonack  and   bringing  our  robins 
and  other  birds  back  to  us. 
The  birds'  preparation  for  staying  with  us. 

Mating. 

All  nature  is  loving  and  serving  others  to  show 

its  happiness  for  the  beautiful  springtime. 

The  cow  loves  and  cares  for  her  baby  calf,  the 

sheep  for  the  lambs,  the  hen  for  her  little 

chicks. 

The  fruit  and  other  trees  are  beautiful   with 

their  blossoms. 
The  birds,  too,  are  happy  and  gay;  glad  for 

the  sun,  the  warm  breezes,  and  the  flowers. 
They    show    their    happiness    by    loving    one 
another,    singing    songs,    and    finding    some 
other  little  bird  to  live  with  them  all  summer. 


1 20  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Nesting. 

Why  the  nest  is  made. 

Recall  our  ideas  of  a  home  gained  in  Sep- 
tember— a  fixed  and  definite  place  where 

there  is  always  love  for  each  member. 
The  birds  want  some  little  ones  to  make  a 

happy  home  for  and  to  love  and  protect. 

The  baby  birds  will  need  shelter  from  cold 

and  danger,  hence  the  nest. 
How  the  nest  is  made. 
Materials  used: 

Wool  from  the  sheep, 

Hair  from  the  horse  and  cow, 

Silk  from  the  pussy  willow, 

Thistle  and  dandelion, 

Sticks,    twigs,    grass,    moss,    mud,   string, 
etc. 
How  gathered  and  woven  together. 

The  father  finds  and  carries. 

The  mother  shapes  and  weaves. 
Tools  used : 

Feet  {tell  the  use). 

Bill  {its  use). 
Where  made. 

As  suggested  by  the  observations  of  the 
children,  emphasizing  the  thought  that  each 
bird  knows  best  where  to  build  its  nest. 
The  young  birds. 
Care  of  the  eggs. 
The  father's  care. 


APRIL.  I21 

The  mother's  care. 

Time  for  hatching  compared  with  hen's  eggs. 
As  with   the  hen,   emphasize  the  love  and 
patience  of  the  parent  birds. 
The  baby  birds. 

Covering.     Their  need  of  shelter. 
Food.     The  large  amount  consumed. 
Training.      Singing  and  flying. 

Lead  the  children  to  think  of  the  care  and 
training  they  receive  as  compared  with  the 

little  bird. 
Rapidity  of  growth. 
If  a  special  bird  is  to  be  studied,  the  following 
outline  may  be  suggestive: 


The  Robin. 

Manner  of  migrating. 
Singly  and  in  pairs. 
General  appearance. 

Song.     Chirping,  ' '  Cheer  up. ' '     Mostly  at  morn- 
ing and  evening  and  before  a  rain. 
Domestic  tendencies. 

It  easily  confides  it  man,  as  seen  by: 
Its  nesting  near  the  house. 
Being  often  found  upon  the  ground. 
Allowing  us  to  come  quite  near  it. 
Nest  building. 

Where?    In  crotches  of  trees  and  in  rail  fences. 


122  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

(The  nest  is  heavy  and  large,  and  needs  a 

firm  support.     Why  is  it  large  ?     The  baby 

birds  are  large.) 
Of  what  ?     Sticks,  straws,  grass,  and  mud. 
How  ?     Through    instinct.      "  One    of    God's 

loving  thoughts  for  them." 
Use  of  bill — carrying. 
Use  of  feet — placing. 

Eggs. 
Number. 
Color. 

Size.     (Compare  with  hen's  eggs.) 
Care  of  eggs. 

Length  of  time  required  for  hatching. 
Baby  birds. 
Covering. 

No  feathers  at  first — later  speckled  breasts. 
Rapid  growth. 
How  they  talk — "  peep." 
Dependence  upon  the  parent  birds. 

For  food.     The  great  amount  required.    The 
many    journeys    the    parent    birds    must 
make. 
For  shelter.      The  mother's  wings. 
Learning  to  fly. 
Movement.      Flies,  hops,  and  runs. 
Food.     Worms  and  insects   from  the  trees  and 

gardens,  crumbs  and  seeds. 
The  use  to  man.      Destroys  harmful  insects  and 


APRIL.  123 

grubs.      Gives  pleasure  through  its  beauty  and 
its  song. 

SONGS   AND    GAMES. 

"  A  Little  Bird  once  made  her  Nest." — Merry 
Songs  and  Games .  .  .  Hubbard. 

Free  dramatization  of  birds — flying  to  waltz  time. 

Birdies  in  the  Greenwood. — Songs  a?id  Games  for 
Little  Ones  .  .  .  Walker -J enks. 

STORIES. 

The  Story  of  Tip-Top. — Kindergarten  Gems  .  .  . 
Ketch  u  m  -Jo  r gens  en . 

Robin  Red-breast's  Visit. — Practical  Suggestions 
.  .  .Jeanette  Gregory. 

The  Nest  of  Many  Colors.—/?/  the  Child's  World 
.  .  .  Poulsson. 

MATERIALS. 

Watch  the  birds.  Work  up  a  general  sentiment 
for  the  protection  of  birds  and  nests. 

Stuffed  specimens  and  good  pictures  of  birds  are 

useful. 

In  the  kindergarten  the  children  may  try  to  make 
nests  of  dry  grass,  etc.,  using  balls  for  the  parent 
birds.  Through  this  they  will  the  better  realize  the 
wisdom  and  skill  of  the  little  bird. 

Gifts.— With  Hailman  beads  and  sticks  make 
fences  in  whose  posts  the  birds  can  nest. 

With  sticks,  rings,  and  lentils,  represent  trees, 
nests,  and  eggs. 


124  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Modelling. — Birds,  nests,  eggs. 

Cutting. — Flying  birds.  These  may  be  mounted 
on  the  wall,  flying  northward  to  show  the  return  of 
the  birds. 

Pasting. — Reproduce  in  parquetry  the  work  done 
in  sticks,  rings,  and  lentils. 

Painting. — Robin,  bluebird,  blackbird,  oriole. 

Drawing. — Illustrate  "  A  Little  Bird  once  Built 
a  Nest." 

FOURTH  WEEK. 

Rain. 

Recall  the  forces  of  nature  already  studied — sun- 
shine and  wind. 

Through  observations  upon  the  weather  lead  to 
the  study  of  rain. 

Where  the  rain  comes  from. 

Recall  work  on  evaporation  in  January. 
Enlarge  the  idea  gained  then  by  thinking  more 
particularly  of  the  wind  and  the  sun  as  agents 
in  evaporation. 
Where  it  falls. 

On    everything — on    the   houses,    trees,    side- 
walks, etc. 
How  it  falls. 

Sometimes  very  gently,  sometimes  with  a  great 
deal  of  force;  sometimes  it  falls  straight 
down,  sometimes  slantingly,  depending  upon 
the  wind. 


APRIL.  I2S 

Sometimes  drops  are  large  and  sometimes  very 
small. 
The  work  of  the  rain. 

Washing  leaves,  flowers,  grass,  etc.       '  Mother 

Nature's  face." 
Awakening  the  sleeping  flowers  and  seeds. 
See  "  Rain  Song."—  Songs  for  Little  Chil- 
dren .  .  .  Smith. 
Supplies  water. 

For  bathing  (people,  birds,  etc.). 
For  cleaning  (washing  clothes,  dishes,  scour- 
ing floors). 
For  cooking. 

For  drinking  (people,  animals,  plants). 
For  heating   {allude   to  this   if  the  room   is 

heated  by  steam). 
For  quenching  fire. 

For  motive  power  (mill-wheel,  engine). 
Swells  the  streams  and  makes  a  home  for  the 
fishes. 
The  play  of  the  rain. 

Patters  against  the  window-panes. 

Gurgles  in  the  gutters. 

Slides  down  the  roof. 

Plays  with  the  stones  in  the  brook,  rolling  them 

over  and  over. 
Dances  with  the  sunbeams. 
Plays  with  the  color  fairies  {rainbow). 
How  collected  for  use. 

Eaves-troughs,  tubs,  pails,  etc. 

Cisterns  (our  dependence  upon  the  mason). 


126  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS   AND    GAMES. 

"  To  the  Great  Brown  House  where  the  Flowers 
Dwell." — Songs  for  Little  Children,  Part  I... 
Eleanor  Smith. 

Washing  and  Ironing. — Song-stories  for  the  Kin- 
dergarten .  .  .  Hill. 

"To  the  Great  Brown  House"  can  be  drama- 
tized for  a  circle  game.  Children  represent  sleep- 
ing flower-seeds;  the  sun,  a  child,  hides  his  face 
while  the  other  children,  tapping  on  their  chairs  or 
the  floor,  imitate  a  rain-storm.  Children  represent- 
ing wind  drive  the  rain-clouds  away,  the  sun  shines, 
and  the  flowers  gradually  unfold. 

Washing  and  ironing  can  be  represented  as  a  cir- 
cle game  to  appropriate  gestures. 

STORIES. 

Aqua,  the  Water-baby. — Story  Hour  .  .  .  Kate  D. 
Wiggin. 

Stony  and  Rocky. — In  the  Child's  World .  .  . 
Emilie  Poulsson. 

Neptune. — In  the  Child's  World .  .  .  Emilie  Pouls- 
son. 

MATERIALS. 

Watch  the  sky,  notice  signs  of  rain,  etc. 

Take  out  the  "  water-babies  '  from  a  dish  of 
water — that  is,  drop  water  from  a  small  stick  to  see 
the  shape  of  the  drops. 


APRIL.  127 

Make  clothes-line  in  the  sand- table,  wash  dolls' 
clothes  and  hang  them  up  to  dry. 

Let  the  children  assist  in  cleaning  the  room, 
washing  the  blackboard  ledges,  etc. 

Gifts. — Build  houses,  roofs,  gutters,  cisterns  (see 
Kindergarten  Magazine,  Vol.  III.  p.  575),  stand- 
pipes,  fire-engine  with  second  gift,  stove,  wash- 
bench,  etc. 

Sticks  and  lentils.  Indicate  direction  of  rain. 
(See  Kindergarten  Magazine,  Vol.  III.  p.  515.) 

Modelling. — (Clay.)  Bars  of  soap,  fire-engine 
hose,  cooking  utensils. 

(Cardboard.)     Wash-tub  and  wash-board. 

Folding. — Wash-board,  bench,  flat-iron  from  equi- 
lateral triangle. 

Cutting. — Free-hand  cutting  of  clothes  to  be 
washed. 

Clothes  for  the  rainbow  fairies  (see  Child  Gar- 
den, Vol.  I.  p.  233).  Each  child  cuts  from  the 
six  spectrum  colors  a  suit  of  clothes  for  his  rain- 
bow fairy,  e.g.,  a  blue  dress,  red  sash,  yellow- 
bonnet,  violet  handkerchief,  green  stockings,  orange 
apron. 

With  toy  clothes-pins  cut  from  Bristol-board,  and 
a  clothes-line  made  from  the  second  gift-box,  the 
children  exercise  themselves  in  pinning  these  clothes 
on  the  line  in  rainbow  order. 

Sewing. — (On  cloth.)  Make  rainbow  with  etching 
stitch.      (This  is  for  the  older  pupils.) 

Painting. — The  rainbow. 


1 28  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Dr diving. — Illustrate  the  work  of  the  rain,  also 
some  of  the  uses  of  water. 

April  References. 

THE    HEN. 

"Beckoning  the  Chickens." — Mother  Play... 
Froebel. 

The  Song  of  Life  .  .  .  Margaret  Morley. 
Systematic  Science,  pp.  65,  67  .  .  .  Edward  Howe. 
In  the  Child's  World,  p.  331  ..  .  Emilie  Poulsson. 

EASTER. 

Kindergarten  Sunday-school .  .  .  Frederika  Beard. 

Kindergarten  Magazine,  Vol.  II.  p.  381.  (Origin 
of  Easter  observances.) 

Kindergarten  Magazine,  Vol.  III.  p.  379. 
''Awake  Thou  that  Sleepest." 

Kindergarten  Magazine,  Vol.  IV.  pp.  406,  445, 
448. 

MATING   AND    NESTING. 

Our  Common  Birds  and  How  to  Know  Them .  .  . 
fohn  B.  Grant. 

A   Year  With  the  Birds .  .  .  Wilson  Flagg. 
Bird  Ways .  .  Olive  T.  Miller. 
In  Nesting  Time .  .  .  Olive  T.  Miller. 
The  Return  of  the  Birds  .  .  .  John  Burroughs. 
Seaside   and    Wayside,   No.    3... Julia   McNair 
Wright. 


APRIL.  129 

Winners  in  Life's  Race,  Chaps.  VI.,  VII  .  .  . 
Arabella  Buckley. 

The  Fairyland  of  Science,  Chap.  V  .  .  .  Arabella 
Buckley. 

In  the  Child' '  s  World,  p.  281  .  .  .  Eniilie  Poulsson. 

Kindergarten  Magazine,  Vols.  IV.,  V. 

Kindergarten  Stories  and  Morning  Talks  .  .  .  Sara 
Wiltse. 

RAIN. 

The  Fairyland  of  Science .  .  .  Arabella  Buckley. 
Brooks  and  Brook  Basins  .  .  .  Frye. 
In  the  Child's  World,  p.  227  .  .  .  Emilie  Poulsson. 
Kindergarten  Stories  and  Morning  Talks,  p.  160 
.  .  .  Sara  Wiltse. 

Child  Garden,   Vol.   I.  pp.   226,    304,  313,   337, 

233.  239.  272. 

Kindergarten  Magazine,  Vol.  II.  p.  398;  Vol. 
III.   pp.  323,  515,  571;    Vol.  V.   p.  77;    Vol.   VI. 

P-  53- 


MAY. 

General  Thought. 

Germination  and  Development. 

Conditions  necessary  to  the  awakening  and 
growth  of  plant-life — heat,  light,  and  moisture. 
Treat  this  as  the  continuation  of  work  upon  the 
forces  of  nature  which  has  been  carried  on  through 
March  and  April. 

The  food  of  the  plant. 

The  young  plant's  first  food. 
Where  stored  ? 
When  stored  ? 
Where  and  how  the  young  plant  finds  food  for 
itself. 

FIRST   WEEK. 

Sprouting  Vegetables — Potato,  Onion. 
Lily  bulb. 

May-day. 

Plan  with  the  children  a  little  celebration  of  this, 
the    first    day    of    May.       Gather    many    kinds    of 

130 


MAY.  131 

flowers — dandelions,  apple-blossoms,  wild  flowers, 
etc.  Think  of  how  they  have  been  awakened  by 
the  rain  and  the  sunshine.  Help  the  children  to 
be  glad  and  happy  in  the  freshness  and  beauty  of 
the  spring.  Tell  them  how  people  have  always 
loved  to  see  the  spring  come,  and  of  how  glad  little 
children  always  are  to  be  able  to  play  out  of  doors, 
to  go  to  the  woods,  to  gather  flowers,  etc.  Tell 
them  how  people  celebrate  this  day — making  May 
baskets  to  hang  on  people's  doors,  winding  May- 
poles, choosing  a  May  queen,  etc. 

If  feasible,  let  the  children  choose  a  May  queen 
who  shall  be  crowned  with  flowers,  and  for  whom 
they  shall  sing  and  play  their  spring  games.  If 
several  children  have  birthdays  during  the  month 
of  May  each  may  be  queen  in  turn. 

A  May-pole  may  be  wound  with  narrow  stripes 
of  green  and  white  cheese-cloth,  or  with  wreaths 
of  leaves  and  flowers. 

For  hand-work,  make  May  baskets  of  fancy 
shapes  and  materials,  as:  water-color  paper,  Bristol- 
board,  tissue  or  folding  paper.  Fill  with  flowers 
and  take  home  to  some  friend. 

The  song  "  Lovely  May,"  in  Merry  Songs  and 
Games .  .  .  Hubbard,  is  an  appropriate  one. 

A  talk  on  the  potato. 

Now  that  spring  is  here,  what  have  we  seen  peo- 
ple doing  to  get  things  in  their  yards  and  gardens 
ready  to  grow  ?     Let  the  children  tell  of  how  the 


132  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

leaves  are  being  raked  from  the  grass,  straw  is  being 
removed  from  the  roots  of  vines  and  rose-bushes, 
gardens  being  made  and  seeds  planted.      Remind 
them  of  the  November  talks  on  the  farmer,  and  of 
how  hard  he  works  that  every  one  may  have  food. 
Tell  them  how  busy  he  is  now  planting  many  kinds 
of  things.     Among  other  things  mention  the  potato, 
and  follow  with  a  talk  similar  to  the  following: 
Of  what  use  are  they  to  us? 
How  do  we  like  to  have  them  cooked? 
Examine  a  potato  and  notice: 
The  color. 

Call  attention  to  the  dirt  upon  the  skin,  and 
ask  the  children  how  it  comes  to  be  there. 
(Because  it  grows  in  the  ground.     Com- 
pare with  other  vegetables.) 
General  form.     (Cylinder  or  sphere.) 

(Select  a  spherical  and  a  cylindrical  potato, 
and  with  nails  for  the  limbs  unite  to  form 
a  potato  doll.) 
The  eyes. 

See  why  so  called.     Find  eyebrow  and  eye- 
ball. 
Cut  open  and  notice: 
The  thin  skin. 

The  pulp  (white,  hard,  juicy). 
The  odor  and  taste. 
The  sprouts.     (Select  a  well-sprouted  potato.) 
Notice    the    stem    and    the  tiny  roots    and 
leaves. 


MAY.  >33 

Tell  the  children  that  each  sprout  is  a  little 

potato  plant. 
Show    a    firm    unsprouted    potato    and    a 

shrunken  sprouted  one. 
By  noticing  the  sprouts  and  by  thinking  of 
the  food  the  potato  furnishes  us,  prepare 
their  minds  for  the  fact  that  the  sprout  or 
young  plant  gets  its  food  from  the  potato. 
Notice  the  position  of  the  sprout  in  the  eye. 
If   each  sprout  is  a  little  plant   and   one 
sprout  can  grow  from  each  eye,   can  we 
raise  potatoes   by  planting  a  piece  of  a 
potato  that  has  an  eye  in  it?     Try  this. 
Experiments. 

Plant  a  whole  potato. 

Plant  single  sprouts,  with  and  without  a  piece 

of  potato. 
Keep    a    sprouted    one    unplanted    and    note 

changes. 
Cut    and    wash    slices    of    potatoes  to    collect 

starch. 

Bring  in  sprouted  onions  and  bulbs,  and  through 
observations  similar  to  those  made  upon  the  potato, 
draw  this  general  conclusion — that  the  sprout  has 
its  first  food  stored  in  the  bulb. 

Plant  bulbs  of  different  kinds  and  watch  their 
growth. 


IJ4  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

SONGS   AND    GAMES. 

The  Farmer.      (See  November,  second  week.) 
Lovely  May. — Merry  Songs  and  Games .  .  .  Hub- 
bard. 

STORIES. 

Sunny  Eyes.  (Potatoes.) — Stories  for  the  Kin- 
dergarten and  the  Home  .  .  .  Van  Kirk. 

Spring  and  Her  Helpers. — In  the  Child's  World 
.  .  .  Poulsson. 

MATERIALS. 

Watch  the  blossoming  fruit-trees. 

If  a  potato-plant  was  preserved  last  fall  it  will  be 
of  great  service  now.  In  selecting  a  plant  to  pre- 
serve for  spring  use,  choose  one  showing  roots, 
stem,  leaves,  and  potatoes  (small  ones  will  hang  on 
the  stem). 

The  sand-table  may  be  used  for  a  garden.  Teach 
the  children  to  be  orderly  and  symmetrical  in  shap- 
ing the  beds  and  in  planting. 

Let  each  child  plant  enough  specimens  to  furnish 
him  with  material  for  the  study  of  the  different 
stages. 

Gifts. — With  the  fourth  gift  build  potato-bins, 
working  out  problems  in  dimension,  e.g.,  "  With 
bricks  on  their  sides,  solid  corners,  build  the  largest 
possible  bin." 

Modelling. — A  potato.     An  onion. 


MAY.  135 

Cutting. — Onions  and  potatoes  from  seed   cata- 
logues. 

Free-hand  cutting  of  potatoes  and  onions. 
Painting. — Onions,  apple-blossoms. 
Drawing. — Sprouted  potatoes. 


SECOND   WEEK. 

The  Bean. 

A  talk  on  beans. 

Show  beans  of  different  kinds.  Talk  on  the  uses 
of  beans.  Through  the  dried  plant  preserved  last 
fall  or  through  pictures,  recall  the  "  pod-house  "  in 
which  they  live.  (If  the  season  is  forward,  string- 
beans  may  be  obtained  from  the  market.) 
Observation. 

Of  dried  specimen. 
Notice — Color. 

Surface  (smooth,  shiny). 
Consistency. 
Form. 

"  Eye  "  or  place  of  attachment. 
(Put  beans  to  soak.) 

Of    soaked    specimen.       Compare    with     dried 
specimen  at  each  step. 
Notice — Increased  size. 
Softened  consistency. 

That   the   "  skin  '     or  covering  is   easily 
removed. 


136  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Use  of  "  skin."     By  trying  to  remove  the 
skin  from  a  dried  bean,  the  children  will 
see  one  of  its  uses — the  holding  of  the 
parts  together. 
The  young  plant. 

Give  the  children  beans  that  have  been  suffi- 
ciently soaked.      Open  the  bean  and  find 
the  baby  embryo,  and  notice  its  position, 
color,  and  form. 
Planting. 

Plant  enough  so  that  some  may  be  taken  up 
daily    to    observe    changes.       (After    being 
studied,  have  the  children  replant  the  beans 
each  time,  that  they  may  feel  the  reality  of 
plant-life.      If  the  beans  after  being  handled 
do   not  grow,   it  is  well  for  the   teacher  to 
remove  them  without  the  children's  knowl- 
edge.) 
Plant  in  different  positions,  e.g.,  "  eye  "  up, 
"  eye  "  down,  etc.,  to  see  the  twisting  and 
turning  of  the  roots  and  stems. 
Keep    some    in  the   dark,   and  do    not  water 
others  long  enough  to  establish  the  condi- 
tions necessary  to  plant-growth. 
Daily  observation  of  the  young  plant. 

Through  watching  the  beans  planted  in  differ- 
ent positions,  establish  the  fact  that  the  root 
and  stem  are  each  determined  to  grow  in  its 
own  direction. 
Watch    the    coming    of    the    bean    above    the 


MAY.  137 

ground,  its  change  in  color,  its  separation 
into  two  parts,  and  what  finally  becomes  of 
it.      Tell  the  children  simply  why  this  is  so. 

Notice  the  stem  and  the  true  leaves  appearing 
as  the  bean  opens. 

Notice  the  white,  tender  roots. 

SONGS   AND    GAMES. 

The  plant. — Finger  Plays  .  .  .  Poulsson. 

Careful  Gardener. — Songs  and  Games  for  Little 
Ones  .  .  .  Walker -J enks. 

Free  dramatization  of  children  picking  wild 
flowers.  Children  step  carefully  among  the  im- 
aginary flowers,  pretending  to  pick  and  arrange 
them,  smelling  of  them,  etc.  (The  stepping  and 
bending  are  good  calisthenic  exercises.) 

Teach  the  children  to  be  considerate  of  the 
flowers,  not  picking  them  ruthlessly.  Returning 
to  the  ring,  the  children  tell  about  their  flowers, 
naming  them,  telling  of  their  pretty  colors,  of  what 
they  are  going  to  do  with  them,  etc. 

STORIES. 

Quercus  Alba. — Stories  Mother  Nature  Told .  .  . 
Jane  Andrews. 

The  Story  of  the  Beans. — In  the  Child's  World 
.  .  .  Poulsson. 

MATERIALS. 
In  a  schoolroom  each  child  may  contribute  a  tin 
box  cover  to  be  filled  with  dirt,  and  planted  with 


138  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

beans.  These  can  be  kept  on  their  own  desks  by 
driving  a  hole  through  the  side  of  the  tin  and  tying 
to  the  desk.  Encourage  the  children  to  make  gar- 
dens at  home,  planting  string-beans  and  caring  for 
them  so  well  that  the  family  may  have  beans  some 
day  for  dinner  from  the  little  garden. 

Gifts. — With  fifth  gift  build  a  plough. 

With  sticks  and  rings  represent  garden  tools. 

Modelling. — Lima  beans,  bean-pod  showing  the 
impression  of  the  beans. 

Cutting. — Free-hand  cutting  of  beans.  From  a 
folded  ground-form  cut  bean  leaves.  (A  threefold 
ground-form  made  from  either  square  or  equilateral 
triangle.) 

Pasting. — Reproduce  stick-work.  Mount  cut- 
tings from  seed  catalogues. 

Sewing. — The  young  bean  plant;  garden  tools. 

Painting. — Bean  leaves. 


THIRD   WEEK. 

Corn. 

Let  the  children  observe  and  talk  about  the  dried 
and  soaked  specimens  of  corn. 

Plant  corn  and  make  daily  observations  of  its 
growth.  This  furnishes  a  type  of  monocotyledon- 
ous  plants  which  should  be  compared  with  the  bean 
in  all  stages  of  growth. 

Duties  of  roots,  stems,  and  leaves  of  plants. 


MAY.  139 

Duties  of  the  root  servants. 
To  find  food  for  the  plant. 

The  root  goes  to  market,  digging  down 
and  down  into  the  hard  ground  to  find 
more  food,  sucking  it  up  through  its 
many  mouths  or  rootlets. 

Every  plant  needs  its  own  particular  food, 
and  the  root  servants  must  be  careful  to 
take  up  just  what  is  needed.  (If  deemed 
advisable,  the  children  may  be  told 
something  of  the  mineral  foods  of 
plants.) 

Sometimes  the  root  takes  up  more  food 
than  the  plant  can  use,  and  stores  it  for 
future  use.  This  also  makes  food  for 
us,  e.g.,  radish,  turnip,  and  beet. 
To  hold  the  plant  in  the  ground,  otherwise 
it  would  be  blown  from  place  to  place. 

See  how  large  plants  have  large  roots  and 
small  plants  have  small  roots,  suited  to 
the  work  they  have  to  do. 

These  root  servants  work  in  the  cellar, 
and  therefore  wear  strong,  plain  work- 
dresses. 

A  plant  must  have  roots  to  find  food  for 
it.      It  may  lose  stem  or  leaf  and  live, 
but  the  root  is  of  vital  importance. 
Duties  of  the  stem  servants. 

To  hold  the   leaves  and  flowers   up  in   the 

sunshine,    sometimes  twisting  to    accom- 


14°  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

plish  it  the  better,  e.g.,  pea,  bean.     (Re- 
call    experiments    in    planting    beans    in 
different    positions,    and    how    the    stem 
turned  to  carry  the  leaves  to  the  light.) 
To  carry  food  from  the  roots  to  other  parts 
of  the  plant.    Experiment  with  transparent 
stems  in  colored  water  to  see  this. 
The  dress  of  stem  servants.     Examine  stems 
to  see  smooth  and  hairy  (potato)  stems. 
See  gray,  brown,  green  colorings,  etc. 
Duties  of  the  leaf  servants. 

To  cook  the  sap  aided  by  the  sunshine. 

To  breathe  for  the  plant  through  its  many 

little  noses.      (Stomata.) 
Uses  to  man  and  animals. 

For  food — grass,  lettuce,  dandelion,  pars- 
ley. 
For  shade — maple,  willow,  horsechestnut. 
For  beauty — color,  shape. 
Leaf  form  and  arrangement. 
Leaves  "  stand  on  one  leg." 
Some  go  alone,  some  in  groups. 
The  dress  of  the  leaves. 

Gather  leaves  to  show  simple  contrasts  in 
margins — plain    hems,    scallops,     sharp 
points. 
All  these  servants  (roots,  stems,  leaves)  are  faith- 
ful, and  never  forget  to  do  their  work,  nor  do  they 
grow  lazy  or  tired. 


MAY.  141 


SONGS    AND    GAMES. 

The  Leaflets.  —  Stories  in  Song  .  .  .  Emerson- 
Brown. 

How  the  Corn  Grew. — Finger  Plays  ...  E  mi  lie 
Ponlsson.      Dramatize  this  for  a  circle  game. 

STORIES. 

Five  Little  Peas. — Hans  Christian  Andersen, 
found  in  Kindergarten  Stories  and  Morning  Talks 
.  .  .  Wiltse. 

A  Little  Boy's  Dream. — Practical  Suggestions  for 
Kindergartners  .  .  .  Jeanette  Gregory. 

MATERIALS. 

Cut  off  the  small  end  of  a  carrot,  scoop  out  the 
inside  of  the  larger  piece,  leaving  about  half  of  the 
flesh  behind.  Put  strings  through  the  upper  rim, 
hang  in  a  sunny  window,  and  keep  full  of  water. 
The  leaf-buds  will  grow,  and  turning  upward  will 
soon  hide  the  carrot  in  a  green  circle.  This  illus- 
trates the  way  in  which  stems  always  grow  upward. 
(See  From  Seed  to  Leaf .  .  .  Newell.) 

Flaxseed  will  grow  and  blossom  if  planted  in  a 
sponge,  hung  in  the  sunshine,  and  kept  constantly 
wet. 

Plant  buckwheat  on  cotton-batting  and  watch 
the  twisting  of  the  stems  to  grow  up,  and  the  efforts 
of  the  roots  to  go  down,  showing  strength  enough 
to   push  through  the   cotton-batting.      Everything 


142  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

planted   should    be   cared  for  and  observed.      Use 
seeds  collected  by  the  children  in  September. 

MATERIALS. 

Gifts. — Tablets,  sticks,  and  rings.  Represent 
vines  twining  around  a  support;  different  leaf 
arrangements;  jointed  stalk  and  leaf  arrangement 
of  the  corn. 

Modelling. — Build  up  leaves  on  plaque  or  back- 
ground.     Model  radish  and  turnip. 

Folding. — Fold  the  rhombus  and  the  "  kite  " 
trapezium  from  square  paper  and  use  in  conven- 
tionalized leaf  arrangements. 

Cutting. — Free-hand  cutting  of  corn  leaves. 

Other  leaves  from  stenciled  outline. 

Painting. — Leaves. 

Dr diving. — Corn  and  beans  in  different  stages. 


FOURTH  WEEK. 

Butterflies  dnd  Moths. 

A  talk  on  the  number  and  variety  of  butterflies 
that  are  now  seen  out  of  doors. 

Probably  butterflies  will  be  emerging  from  some 
of  the  chrysalids  gathered  in  the  fall.  These  will 
form  the  basis  for  the  work  of  the  week. 

(The  following  work" will  be,  it  is  hoped,  sugges- 
tive for  the  teacher.  Forced  observation  on  the 
part  of  the  children  should  not  be  attempted.) 


MAY.  143 

The  condition  on  emerging  from  the  chrysalis  or 
cocoon. 

Weak,  damp,  wings  crumpled. 

See  it  spread  its  wings  and  dry  them  in  the 

sunshine,  flying  away  when  strong  enough. 
It  emerges  full-grown. 

Recall  the  rapid  growth  of  the  caterpillar. 
How  it  spends  its  days  and  nights. 
Day. 

Moth  asleep. 

Butterfly  at  work  and  play. 
Its  work. — Searching  for  food. 

It  eats  nectar  from  any  flower  it  chooses. 
Some  varieties  are  very  fond  of  water. 
The  yellow  butterflies  may  be  found  in 

numbers  near  marshy  places. 
Butterflies  seldom  fly  before  the  sun  is 
well  up  in  the  morning. 
Its  play. — Flits  about  chasing  other  butter- 
flies (plays  "  tag  ").      Spreads  its  wings 
and  suns  itself. 
Night. 

Butterfly    asleep,     clinging    to    grasses    or 

flowers. 
Moth  at  work  and  play. 

Its  work. — Searching  for  food. 

Gets  nectar  from  flowers  as  the  butterfly 
does. 
Its  play. — Flits    about   in   the    darkness, 
plays  about  a  light,  etc.  , 


144  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Movements. 
Flitting. 

This  irregular  flight  protects  it  from  being 
easily  caught. 
Movement  of  wings. 

Over  the  body.      (Compare  with  movement 
of  birds'  wings.) 
Position  of  the  wings  when  at  rest. 

The  butterfly  holds  its  wings  erect  over  the 
body.  This  is  a  protection,  the  most 
brilliant  coloring  on  top  of  the  wings  being 
thus  concealed. 
The  moth  folds  its  wings  at  the  side  of  the 
body  or  holds  thern  horizontally.  The 
moth  flies  at  night  and  does  not  need  to 
conceal  its  colorings  as  does  the  butterfly. 
Beauty. 

Various  and  brilliant  colorings. 

Visit    a   museum,    if  possible,    and   find   the 
spectrum  colors  in  the  various  species. 
Gracefulness  and  delicacy  of  the  wings. 

Wings  are  covered  with  scales,  overlapping 
like  shingles.  (Some  of  these  tiny  scales 
resemble  sticktights  in  form.  See  Butter- 
flies, p.  69  .  .  .  Sctidder.) 
Scales  are  never  replaced.  Compare  this 
fact  with  the  regrowth  of  bird's  feathers 
as  seen  in  the  ostrich.  This  knowledge 
will  help  the  children  to  handle  butterflies 
more  carefully. 


MAY.  145 

Habits. 

Some  species  live  in  families. 
Habits  of  protection. 
Irregular  flight. 
Resting  with  folded  wings. 
The    prevailing  color  of    butterflies  at  any 
given    season   corresponds  broadly  to   the 
prevailing  hue  of  flowers  then  in  bloom, 
e.g.,   "  in  the  sombre,   leafless  woods   of 
spring  come  the  dusky  browns  and  blacks. 
With    the    violets    come    the    little    blue 
butterflies,   and  with   the  varied   hues  of 
later  spring  come  '  Swallow-tails,'  lustrous 
with  metallic  gleam  or  striped  and  belted 
with   gay   colors.      With  the  blazing  sun 
and    the    brilliant    blossoms    of    summer, 
come  the  hot-looking  '  Coppers.'   Autumn 
with   its  orange  and  yellow  brings  us  the 
'  Meadow-browns.'  (See     Butterflies, 

p.  121...  Scudder.) 
Enemies  of  butterflies  and  moths. 

Birds, bees,  bats,  etc. 
Simple  facts  of  structure. 
Wings. 

Their  number. 

Compare  the  size  of  front  and  back  pairs. 
Feet. 

Their  number. 

Recall  the  "  true  "  feet  of  the  caterpillar. 
Parts  of  the  body. 


146  outlines  for  kindergarten  and  primary  work. 

Three  in  number. 
Tongue. 
Its  use. 
Why  so  long?    To  penetrate  into  the  deeper 

flowers. 
Its  position  when  not  in  use. 

Coiled  up.     (See  this  in  a  live  specimen, 
uncoiling  it  with  a  pin.) 
Senses. 

It  can  see.     (Compound  eye.) 
It  can  hear. 

It  can  feel.      (Antennae  thread-like,   ending 
in  a  knob  in  the  butterfly,  feather-like  in 
the  moth.) 
Reproduction. 

Before  going  to  sleep  (dying)  the  butterfly  and 
moth  lay  little  caterpillar  eggs.  These  are 
laid  near  the  plant  upon  which  the  cater- 
pillar will  feed.  These  eggs  hatch  into 
caterpillars,  which  eat  and  grow  and  finally 
become  butterflies. 

"  The  caterpillar  eats  and  lives. 
The  butterfly  loves  and  dies.'1 

SONGS   AND    GAMES. 

Fuzzy  Little  Caterpillar.      (See  September.) 
The  Caterpillar. — Songs  for  Little  Children,  Part 
II .  .  .  Smith. 


MAY.  147 

STORIES. 

Butterfly's    Birthday. — Kindergarten    Magazine, 
Vol.  II.  p.  372. 

Such  a  Beauty. — In  the  Child' s  World .  .  .  Ponls- 
son. 

MATERIALS. 

From  time  to  time  during  the  rest  of  the  year 
bring  in  small  branches  of  fruit  trees  and  bushes  to 
observe  the  growing  fruits.  Be  provided  with 
caterpillars  if  possible  to  help  the  children  recall 
their  study  of  them  in  September,  and  tell  the 
children  with  what  food  to  provide  them.  If  the 
children  bring  butterflies,  teach  them  to  handle 
them  carefully,  giving  them  their  liberty  after  all 
have  enjoyed  seeing  them.  With  a  pin  the  butter- 
fly's tongue  may  be  uncoiled.  The  children  will 
enjoy  seeing  its  length  and  the  butterfly's  control 
of  it.      It  may  be  tempted  to  eat  sugar  and  water. 

Gifts. — With  tablets  and  sticks  represent  butter- 
flies. 

With  sticks  and  rings  represent  flowers. 

Modelling, — Build  up  butterfly  on  plaque  or  back- 
ground. 

Folding. — Butterfly. 

Cutting. — Free-hand  cutting  of  wild-rose  petals. 
Arrange  and  paste  them  on  a  background,  and  add 
a  centre  of  yellow  tissue-paper  or  a  gummed  dot. 

Painting. — Butterflies  of  different  colors. 

Of  pale-yellow  tissue-paper  make  butterflies.     A 


148  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

rectangle  of  paper  is  gathered  together  and  slipped 
into  a  toy  clothes-pin  for  a  body.  The  edges  of 
the  wings  are  painted  with  scallops  and  spots. 

Drawing. — Illustrate  the  round  of  life:  cater- 
pillar, its  food  (leaves),  chrysalis  hanging  on  tree  or 
bush,  butterfly,  flowers. 

May  References. 

From  Seed  to  Leaf .  .  .  Newell. 

How  Plants  Grow .  .  .  Gray. 

How  Plants  Behave  .  .  .  Gray. 

Little  Flower  People  .  .  .  Hale. 

Systematic  Science,  p.  279.  .  .  Howe. 

Nature  Study  .  .  .Jackman. 

In  the  Child's  World,  pp.  5  1,  274,  399  .  .  .  Pouls- 
son. 

Stories  Mother  Nature  Told .  .  .  Andrews. 

Lessons  on  the  Root.  Kindergarten  Magazine, 
Vol.  III.  p.  6. 

Lessons  on  the  Stem.  Kindergarten  Magazine, 
Vol.  III.  p.  57- 

BUTTERFLIES. 

Butterflies  .  .  .  Scudder. 

Transformation  of  Insects  .  .  .  Duncan. 

Insects  at  Home  .  .  .  Wood. 

Pictures  and  Stories  of  Animals  .  .  .  Mrs.   Tenney. 

Seaside  and  Wayside,  No.  3  .  .  .  Wright. 

In  the  Child's  World,  pp.  302,  313  ..  .  Poulsson. 

Sharp  Eyes .  .  .  Gibson. 


JUNE 

General  Thoughts. 
Interdependence  as  seen  in: 

The  work  of  roots,  stems,  leaves,  and  blossoms 
for  each  other  and  for  the  perpetuation  of  the  plant. 

Institutional  life  among  bees,  and  what  each  bee 
contributes  to  the  social  welfare  of  the  hive. 

The  relation  of  bees  and  flowers,  and  what  each 
gives  to  the  other. 

The  care  man  gives  to  plants  and  bees  and  their 
return  to  him. 

The  beauty  of  a  life  of  service. 

FIRST  WEEK. 
Flowers. 

Living  characteristics  of  flowers. 

The  idea  of  plant  life  may  be  brought  out 
through  a  conversation  upon  what  living 
things  do — eat,  sleep,  work,  talk,  and  are 
happy. 
Flowers  have  these  characteristics  in  their  way 
as  we  have  in  curs. 

149 


150  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

They  eat  —  liking  certain  foods.  (See 
"  roots,"  May  Outline.) 

They  like  certain  localities.  Some  live  in 
the  woods,  some  love  the  sunshine,  some 
dwell  upon  the  mountain  tops.  Let  the 
children  name  some  of  the  flowers  they 
know  and  tell  where  each  may  be  found. 

They  sleep.  Some  flowers  sleep  in  the  day- 
time and  some  sleep  at  night.  See  if  the 
children  have  ever  noticed  the  sleeping 
dandelion,  the  morning-glory,  or  the  clover 
leaf.  If  they  do  not  remember  to  have 
seen  sleepy  flowers,  a  simple  description 
of  how  flowers  look  when  asleep  (folded 
petals,  drooping  heads)  will  probably 
enable  them  to  recall  having  seen  these 
and  other  flowers  when  asleep.  Set  them 
to  carefully  observing  the  sleep  of  some 
common  plants,  as  poppy,  tulip,  yellow 
sorrel  leaves,  chicory,  four-o'clock,  sweet 
pea,  oxalis. 

They  talk  to  each  other,  to  the  butterflies 
and  bees,  and  to  us  through  their  beautiful 
colors  and  their  sweet  perfume.  As  we 
walk  along  in  the  dark,  roses  tell  us  their 
names,  and  lilies  of  the  valley  call  to  us. 
With  our  eyes  shut  we  play  our  smelling 
game,  naming  the  different  flowers  by 
their  odor,  and  we  can  play  the  same 
game  on  the  way  home,   as  we  walk  by 


JUNE.  151 

people's  flower-gardens.     People  who  love 
flowers  and  carefully  watch  and  listen  to 
them  often  learn  a  great  many  things  from 
them. 
The  helplessness  of  the  flower. 

The  flower  is  a  helpless  little  mistress  who  can 
neither  eat,  drink,  nor  breathe  for  herself. 
She  is  a  tender,  delicate  thing,  for  whom 
many  other  little  plant  people  love  to  work. 
She  has  servants  who  go  to  market,  bring 
back  food,  cook  it,  and  carry  it  to  every 
hungry  part  of  the  plant.  (Recall  the  duties 
of  roots,  stems,  and  leaves,  May  Outline.) 
The  flower's  dress. 

Be  supplied  with  a  variety  of  our  common 
flowers,  and  show  the  children  the  green 
cloak  (sepals)  and  the  colored  frock  (petals). 
Call  their  attention  to  the  many  different 
colors  and  their  shades  and  tints,  which  may 
be  found  in  flowers. 
Notice  the  many  different  patterns  in  flower 

frocks — plain  ones,  fringed  ones,  etc. 
Count  the  petals  in  single  and  double  flowers 
to  see  the  variation  in  number. 

The  preciousness  of  the  flower,  which  makes  it 
so  necessary  that  she  have  good  servants.  It  is 
she  who  gets  the  seeds  ready  and  these  in  turn 
make  the  roots,  stems,  leaves,  and  blossoms  of  the 
future    plant.       Find    the    seeds    in    large    simple 


152  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

blossoms  like  the  poppy.      Tell  the  children  that 
before  the  seeds  can  grow  they  need  food. 

Their  food  is  yellow  pollen. 

Let  them  notice  the  pollen  of  different  plants. 

SONGS   AND    GAMES. 

Sense  Game.  {Smelling  Flowers.} — Kindergarten 
Chimes  .  .  .  Wiggin. 

The  May  Dance.  (Flower-song.)  —  Stories  in 
Song .  .  .  Fmerson-Brown. 

STORIES. 

Clytie. — In  the  Child's  World .  .  .  Poulsson. 
The  Dandelion's  Birthday. — Child  Garden  Maga- 
zine, Vol.  I. 

MATERIALS. 

In  studying  flowers  teach  the  children  to  handle 
them  carefully,  to  put  them  in  water  as  soon  as  the 
lesson  is  over,  and  not  to  pick  them  to  pieces  un- 
necessarily. 

Make  chains  of  dandelion  stems. 

Gifts. — In  the  sand-table  lay  out  flower-beds, 
using  Hailman  beads. 

With  tablets,  sticks,  and  rings  represent  vines, 
buds,  and  flowers. 

Modelling. — Flower-pot,  watering-can,  wild  rose 
on  plaque  or  background. 

Folding. — Honeysuckle,  garden  vase,  flower- 
basket. 


JUNE.  153 

Cutting. — Conventionalized  flower  forms  from  a 
pentagonal  ground-form. 

Weaving. — Weave  ribbon-grass  into  paper  mats. 

Pasting. — Reproduce  work  with  tablets,  sticks, 
and  rings.  Select  such  flowers  for  this  work  as  will 
afford  opportunity  for  the  study  of  shades  and  tints. 

Painting. — Use  freely. 

SECOND   AND   THIRD  WEEKS. 
The  Bee. 

[Good  reference  works  upon  the  bee  are  so  difficult  of  access, 
and  statements  concerning  its  habits  are  so  often  conflicting, 
that  the  following  outline  has  been  made  a  full  one  for  the 
judicious  use  of  the  teacher.] 

An  introductory  talk  on  bees,  bringing  out  what 
the  children  already  know,  including  the  following 
simple  facts  of  appearance  and  structure: 
Number  of  legs. 

Number  of  wings.      (Wings  are  naked.     Com- 
pare with  those  of  the  butterfly.) 
Position  of  wings  when  at  rest. 
Color  and  markings. 
Parts  of  the  body. 
The  bee  home — the  hive. 

A  hive  of  bees  can  be  successfully  kept  in  the 
schoolroom.  Make  a  hive  with  glass  sides 
and  movable  wooden  "  slides,"  so  the  hive 
may  be  kept  dark  when  not  under  observa- 
tion. Fit  to  the  inside  of  the  window  with 
a  small  opening  through  the  sash  so  the  bees 
may  go  in  and  out. 


154  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

The  bees  live  in  the  hive,  making  many  little 
rooms  or  cells. 
Some  are  used  as  storerooms  for  food. 
Some   are   used   as   nurseries    for  the    baby 

bees. 
The  shape  of  these  rooms  or  cells  is  hex- 
agonal.    (Let   the  children   model  a  cell 
in  cardboard.) 
The  care  of  the  hive. 
Protection. 

Against  weather. 

Stopping  up  cracks  with  gum  from  trees 

(propolis). 
Making  all  the  outer  walls  very  thick  to 
strengthen  them. 
Against  enemies.     (Moths,  snails,  slugs,  flies, 
caterpillars,  and  other  insects.) 
Stinging  them  to  death. 
The  sting.     Where  located. 
Covering  with  wax  anything  too  large  to 
be  removed. 
Cleanliness. 

How  they  care  for  their  own  bodies. 

They  brush  and  lick  clean  any  bee  that  has 

become  smeared  with  honey. 
They    carry    away    dead     bodies    (bees    or 
enemies)  and  other  foreign  substances,  or 
cover  them  with  wax  if  too  large  to   be 
removed. 


JUNE.  155 

Ventilation. 

Bees  are  stationed  at   the  entrance  and   at 
intervals  within  the  hive,  who  fan  the  air 
to  keep  the  wax  from  melting. 
The  bee  family. 

Mother  or  queen.    Long,  slender  body,  brilliant 
yellow  dress  striped  with  black,  small  wings 
which  cross  when  folded. 
Fathers   or   drones.      Thick,   broad  body;    no 

sting. 
Children  or  workers.     Smallest  of  all;  reddish- 
brown  body  striped  with  black. 
The  duties  of  each  member. 

The  workers.      (The  number  in  a  hive  varies 
from  20,000  to  40,000.) 
To  make  honey. 

How    the    nectar    is    obtained    from     the 
flowers — the  use  of  the  tongue  or  pro- 
boscis. 
During  any   one  journey  nectar  is  taken 
onlv   from   some   one   selected    kind   of 
flower.      This  habit   enables   us   to   get 
"  clover  honey,"  "  buckwheat  honey," 
etc. 
How  carried  to   the   hive.      In   a   special 
stomach  from  which  it  can  be  ejected 
later. 
Where    deposited.      In    cells    of    honey- 
comb.    The  cells  are  closed  with  wax 
when  filled. 


156  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

To  make  wax. 

Where  made.  In  the  bee's  body,  coming 
out  through  the  rings  of  the  body  in 
small  scales. 

How  made.  Out  of  food  the  bee  eats. 
When  the  workers  are  filled  with  food 
they  attach  themselves  to  one  another, 
hanging  in  strings  or  festoons  for  about 
a  day.  If  kept  warm  and  quiet  the  wax 
then  forms.  Then  each  bee  goes  to 
some  part  of  the  hive  where  wax  is 
needed  and  with  the  little  pincers  on  its 
legs  removes  the  tiny  scales.  It  softens 
the  wax  with  a  liquid  from  the  mouth 
and  works  it  over  with  the  head  and 
tongue.  Then  it  puts  it  where  it  is 
needed  and  shapes  it  into  cells.  Four 
thousand  cells  can  be  made  in  twenty- 
four  hours. 

The  value  of  wax. 

It  is  formed  so  slowly  that  the  bees  are 
very  careful  of  it  and  shape  the  cells 
so  as  to  use  as  little  as  possible. 

Use  to  man. 

To  make  bee-bread. 

The   workers   make   a  kind   of    bread    of 
pollen  mixed  with  honey  to   feed   the 
baby  bees  (larvae). 
The  bees  collect  pollen  on  the  body,  and 


JUNE.  x57 

carry  it  in  palettes  found  on  the  hind 
legs.  These  palettes  are  formed  by 
depressions  in  the  leg,  surrounded  by 
stiff  hairs.  The  pollen  is  removed  by 
the  aid  of  brushes  found  upon  the  legs, 
and  deposited  in  cells  for  future  use. 
Queens  and  drones  have  neither  palettes 
nor  brushes. 
The  queen. 

She  is  the  mother  of  the  hive  and  lays  the 

eggs. 
The  history  of  an  egg. 

From  200  to  2000  eggs  are  laid  daily, 
worker  eggs  being  laid  exclusively  for 
the  first  few  weeks,  drones  later  in  the 
season. 

The  eggs  are  deposited  in  small  open 
cells.  (For  good  picture  see  The  Insect 
World,  p.  330  .  .  .  Louis Figuier.)  These 
eggs  are  hatched  in  a  few  days  into 
small  white  larvae  which  never  leave  the 
cell  and  are  fed  bee-bread  by  the  nurse 

bees. 

The  first  bread  is  much  like  flour,  the  pro- 
portion of  honey  being  constantly  in- 
creased. The  food  is  always  limited  in 
quantity. 

In  about  five  days  the  nurse  bees  close 
the  cells  with  a  mixture  of  bee-bread 
and   wax.     This   is  porous  and  darker 


153  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

than  the  cap  of  the  honey-cell.  In 
about  thirty-six  hours  after  the  cell  is 
closed  the  larva  has  passed  into  the 
pupa,  spinning  for  itself  a  silken  cocoon. 
The  pupa  lies  dormant  seven  or  eight 
days,  then  works  its  way  out  as  a  per- 
fect bee,  eating  away  the  cap.  While 
doing  this  it  is  attended  and  fed  by  the 
nurse  bees.  On  emerging  from  the  cell 
it  is  cared  for  by  the  other  bees,  who 
lick  it  dry  and  help  it  to  spread  its  wings. 
In  a  short  time  it  is  able  to  fly  out  and 
work  with  the  other  bees. 
The  history  of  a  "  royal  egg.'' 

After    the     queen     has    finished    laying 
"  worker  eggs  "  she  lays  a  few  "  royal 

eggs." 
These  eggs  are  deposited  in  large  cylin- 
drical cells,  one  half  inch  long  and  one 
hundred  times  the  weight  of  the  other 
cells.       They    pass    through    the    same 
stages  as  other  eggs,  but  a  little  more 
quickly.     The  larvae  are  fed  on  "  royal 
jelly  "  and  very  abundantly.     A  worker 
can  be  made  into  a  queen  if  its  cell  is 
enlarged   and   it   is   fed   "  royal    jelly  ' 
within   the  first  three  days  of  its  larval 
stage. 
The  queen's  position  in  the  home. 

She  is  the  mistress  whom  all  love  to  obey. 


JUNE.  159 

We  have  probably  never  seen  a  queen 
bee,  for  she  rarely  flies  out.  In  the  hive 
she  has  her  own  special  attendants,  who 
feed  her,  brush  her,  and  bow  down  to 
her  constantly.  They  form  a  circle  with 
their  heads  toward  her  and  move  with 
her  wherever  she  goes,  walking  back- 
ward if  necessary. 
If  at  any  time  the  bees  seem  careless  of 
her  wishes  she  makes  a  peculiar  shrill, 
buzzing  sound,  and  every  bee  falls 
motionless  until  it  ceases. 
Swarming. 

Cause. — But  one  queen  will  live  in  a  hive. 
When  the  queen  hears  the  first  new  queen 
eating  its  way  out  of  the  cell,  she  tries  to 
get  at  the  cell  to  kill  the  new  queen,  but 
the  worker  bees  prevent  her  from  doing 
so.     When  she  finds  that  she  cannot  do 
this  she  flies  out  of  the  hive,  followed  by 
many  of  the  bees.     This  is  called  "  swarm- 
ing."    With  them  she  makes  a  new  home 
and  never  returns  to  the  old  hive. 
Bees  swarm  between  ten  and  two  o'clock, 
and  never  if  a  sudden  cloud  arises. 
The  new  queen. 

When  she  comes  out  of  her  cell  she  is  treated 
with    the    same    deference    as  was   the    old 
queen. 
When  the  next  new  queen  comes  out  of  the 


160  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

cell  the  two  queens  engage  in  a  battle  and 
fight  until  one  is  killed.  The  surviving 
queen  then  tears  open  the  remaining  royal 
cells  and  destroys  the  larvae. 

SONGS   AND    GAMES. 

The  Counting  Lesson.  (Bees.) — Finger  Plays 
.  .  .  Poulsson. 

The  Song  of  the  Bee. — Songs  and  Games  for 
Little  Ones.  .  .  Walker- Jenks. 

Free  dramatization  of  bees  flying  about  gather- 
ing nectar  from  the  flowers  and  returning  to  the 
hive. 

STORIES. 

A  Story  of  Mr.  Buzz. — Kindergarten  Magazine, 
Vol.  V.  p.  132. 

A  Narrow  Escape. — In  the  Child's  World,  p.  356 
.  .  .  Poulsson. 

MATERIALS. 

Collect  bees  in  wide-mouthed  bottles  for  observa- 
tion, freeing  them  when  no  longer  needed. 

Be  provided  with  mounted  specimens  if  possible, 
to  examine  with  a  reading-glass. 

If  it  is  not  possible  to  visit  a  hive,  provide  honey 
in  the  comb. 

Let  children  find  nectar  in  clover  and  other 
flowers. 

Gifts.—  Build  bee-hives  with  fifth  gift. 

With  Hailman  cubes  and  half-rings  make  a  fence 


JUNE.  161 

around  a  flower-garden.  Lay  flower-beds  with 
lentils. 

With  third  gift  make  a  hive,  and  let  yellow 
spheres  (Hailman)  attached  to  strings  fly  around  as 
bees  going  to  the  flowers  and  the  hive.  Let  the 
bees  fly  into  the  hive  at  night,  when  it  rains,  for 
the  winter,  etc. 

Sticks  and  rings.  Represent  bees  and  honey- 
cells. 

Modelling. — H  i  ve. 

Cardboard  Modelling. — Honeycomb  cell. 

Sewing. — Bee  (a  large  size). 

Cutting. — A  buzzing  bee.  (Use  cardboard. 
Stretch  a  rubber  band  tightly  about  the  body  and 
attach  a  string  for  whirling.) 

Painting. — Morning-glories  of  crepe  paper. 

Cut  strips  of  white  crepe  paper,  two  inches  wide 
and  three  and  a  half  inches  long.  Paint  in  streaks 
of  color,  blue,  violet,  or  pink.  Paste  short  the 
edges  together;  gather  one  edge;  tie  to  a  wire  and 
wind  the  wire  with  green  tissue-paper.  Shape  the 
morning-glory  with  the  fingers.  A  number  can  be 
made  and  attached  to  wire  for  a  vine,  cutting  leaves 
from  green  tissue-paper  and  mixing  with  the  flowers. 

June  References. 

FLOWERS. 
(See  May  References.) 

Flowers,  Fruits,  and  Leaves  .  .  .  Lubbock. 
From  Flower  to  Fruit .  .  .  Neivell, 


162  OUTLINES  FOR  KINDERGARTEN  AND  PRIMARY  WORK. 

Seaside  and  Wayside,  No.  3  .  .  .  Wright. 

Little  Flower  Folks  .  .  .  Pratt. 

In  the  Child's  World,  p.  366  .  .  .  Poulsson. 

Leaves  and  Flowers .  .  .  Spear. 

Kindergarten  Stories  and  Morning  Talks,  pp.  10, 
146,   153,  163,  165,  170,   186...  Wiltse. 

Volumes  of  the  Child  Garden  and  Kindergarten 
-Magazines  are  full  of  valuable  stories  and  sugges- 
tions. 

BEES. 

The  Honey  Bee .  .  .  L.  L.  Langstroth. 

The  Insect  World .  .  .  Louis  Figuier. 

Ants,  Bees,  and  Wasps .  .  .  Lubbock. 

Senses,  Instincts,  and  Intelligence  of  Animals .  .  . 
Lubbock. 

Homes  Without  Hands .  .  .  Wood. 

Pictures  and  Stories  of  Animals  .  .  .  Tenney. 

Birds,  Bees,  and  Bright  Eyes  .  .  .  Burroughs. 

Locusts  and  Wild  Honey  .  .  .  Burroughs. 

In  the  Child' 's  World .  .  .  Poulsson. 

Kindergarten  Magazine,  Vol.  I.  {Mother's  Port- 
folio), p.  70.     A  week's  work  on  the  bee. 


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cL 

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.03 

CL 

LOO 

,80 

07 

(SL 

.80 

.24 

.03 

* 

41 

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M 

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ftotier'g  Argument  tor  Manual  Training.  -       -      pa  pet  .15  pd. 

•Larsaon's  Text-Book  of  Sloyu,  -       -                          il  L60     1.20  .15 

Love's  Industrial  Education,        -                                  c.  L60     1.20  .12 

•Upnam's  Fifty  Lessons  in  Woodworking,        -         cL  .50      .40  .06 

QUESTION  S00ES  FOB  TEACHERS 

Analytical  Question  Series.    Geography,                     ci  .50      .40  .05 

•                 •*           "         C  S.  History,                  cL  .50      .40  .05 

•°                 mm        Grammar,      -                  cL  .60      .40  .C6 

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N.  Y.  State  Examination  Quest  ons,    -                         ci  LOO       .80  .08 

*3haw's  National  question  Book    Aewtu  revised-  1.75  pd. 

Soutawick's  Handy  Helps.   -                      -                 Ci.  1.00       .80  .Ob 

Southwick's  Quiz  Manual  of  Teuching.  Best  edition.  cL  75        60  .06 

PHYSICAL  EDUCATION  and  SCHOOL  HYGIENE, 

GrofTa  School  Hygiene,               -                          paper  15  pd. 

MISCELLANEOUS. 

Blailde  On  Self  Culture,                       -                         ci.  3t       .20  .03 

Fitch's  Improvement  in  Education.                     -      paper  .15  pd. 

Gardner's  Town  and  Country  School  Buildings,          ci.  2J5C     2.00  .12 

Lubbock's  Best  100  Books,    -                                   paper  .20  pd. 

Pooler's  N.  Y.  School  Law.    -      -      -      •                 oL  JO       .24  .03 

Portrait  of  Washington,            -       -    *  -       -  6.00  pd. 

"Walsh's  Great  Kulere  of  the  World.  -       -                sL  .60       .40  .05 

Wil  helm's  Student's  Calendar,      ....      paper  JBQ       .24  .03 

Bas-Reliefd  of  12  Authors,  each.       -       -      -  100  pd. 

SINGING  AND  DIALOGUE  BOOKS 

•Arbor  Day,  How  to  Celebrate  It,              -       -      paper  .25  pd. 

Reception  Dav  Series,  6  Nos.  iSet  SI. 40  postpaid  )  Each.  J8B       .24  .03 

Song  Treasures.      -------     paper  .15  pd. 

♦Best  Primarv  Songs,  neic    -       -       -              -  .15  pd. 

♦Washington's  Birthday,  How  to  Celebrate  It,  -      paper  25  pd. 


SCHOOL  APPARATUS. 


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Smith's  Rapid  Practice  Arithmetic  Cards,  (32  sets\    Ei 
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"Man  Wonderlul"  Manikin,       -  4.00       pd. 

Standard  Blackboard  Stencils.  500  different  nos., 

from  5  to  50  cents  each.    Senrt  for  special  catalogue. 
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„  100  page  classified,  illustrated,  descriptive  Catalogue  of  the  above 
and  many  other  Method  Books,  Teachers'  Helps,  sent  free.  100  page Cat- 
logue'of  books  tor  teachers,  of  aliipublishers,  light  school  apparatus,  etc.. 
sent  free.    Each  of  these  contain  our  special  teachers'  prices. 

E.  L.  KELLOGG  &  CO.,  New  York  &  Chicago. 


SEND    ATT.  ORDE11S  TO 

22     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

Kellogg s  School  Management; 

"  A  Practical  Guide  for  the  Teacher  in  the  School-Room." 

By  Amos  M.  Kellogg,  A.M.  Sixth  edition.    Revised  and 

enlarged.    Cloth,  128  pp.    Price,  75  cents  ;  to  teachers,  60 

cents  ;  by  mail,  5  cents  extra. 

This  book  takes  up  the  most  difficult  of  all  school  work, 

viz. :  the  Government  of  a  school,  and  is  filled  with  original 

and  practical  ideas  on  the  subject.     It  is  invaluable  to  the 

teacher  who  desires  to  make  his  school  a  ' '  well-governed '" 

school. 

1.  It  suggests  methods  of  awakening  an  interest  in  the 
studies,  and  in  school  work.  "The  problem  for  the  teacher," 
says  Joseph  Payne,  "  is  to  get  the  pupil  to  study."  If  he  can  do 
this  he  will  be  educated. 

2.  It  suggests  methods  of  making  the  school  attractive. 
Ninety-nine  hundredths  of  the  teachers  think  young  people 
should  come  to  school  anyhow  ;  the  wise  ones  know  that  a 
pupil  who  wants  to  come  to  school  will  do  something  when 
he  gets  there,  and  so  make  the  school  attractive. 

3.  Above  all  it  shows  that  the  pupils  will  be  self -governed 
when  well  governed  It  shows  how  to  develop  the  process  of 
self-government. 

4.  It  shows  how  regular  attention  and  courteous  behaviour 
may  be  secured. 

5.  It  has  an  admirable  preface  by  that  remarkable  man  and 
teacher,  Dr.  Thomas  Hunter,  Pres.  N.  Y.  City  Normal  College. 

Home  and  School.—"  Is  just  the  book  for  every  teacher  who  wishes 
to  be  a  better  teacher." 
Educational  Journal.—"  It  contains  many  valuable  hints." 

Boston  Journal  of  Education. — "It  is  the  most  humane,  instructive, 
original  educational  work  we  have  read  in  many  a  day." 

Wis.  Journal  of  Education.— "  Commends  itself  at  once  by  the  num> 
ber  of  ingenious  devices  for  securing  order,  industry,  and  interest. 

Iowa  Central  School  Journal.— "  Teachers  will  find  it  a  helpful  and 
suggestive  book." 

Canada  Educational  Monthly.—"  Valuable  advice  and  useful  sugges- 
tions." 

Normal  Teacher.—"  The  author  believes  the  way  to  manage  is  to  civ» 
ilize,  cultivate,  and  refine." 

School  Moderator.— "  Contains  a  large  amount  of  valuable  reading ; 
school  government  is  admirably  presented." 

Progressive  Teacher* — "Should  occupy  an  honored  ulace  in  every 
teacher's  library." 

Ed.  Courant.— "  It  will  nelp  the  teacher  greatly.' 

Ya.  Ed.  Journal.—"  The  author  dcajro  frcus  «  '«'i»  experience.™ 


B3ND  ASAj  OBBKBS  TO 

E.  L.  KELLOGG  &  CO..  NEW  YORK  &  CHICAGO.     2] 

Johnsons  Education  bv  'Doing. 

Education  by  Doing:  A  Book  of  Educative  Occupations  for 
Children  in  School.  By  Anna  Johnson,  teacher  to  the 
Children's  Aid  Schools  of  New  York  City.  With  a  prefatory 
note  by  Edward  B.  Shaw,  of  the  High  School  of  Ymkers, 
N.  Y-  Handsome  red  cloth,  gilt  stamp.  Price,  50  cents  . 
to  teachers,  40  cents  ;  by  mail,  5  cents  extra. 

thousands  of  teachers  are  asking  the  question;  ''How  can  ' 
seep  my  pupils  profitably  occupied?"  This  book  answers 
the  question  Theories  are  omitted.  Every  line  is  full  of  in- 
struction. 

1.  Arithmetic  is  taught  with  blocks,  beads,  toy-money#  et& 

2.  The  tables  are  taught  by  clock  dials,  weights,  eta 

3.  Form  is  taught  by  blocks, 

4.  Lines  with  6ticks. 

6,  Language  with  pictures. 
R  Occupations  are  given. 

7.  Everything  is  plain  and  practical. 

EXTRACT  FROM  PREFATORY  NOTE. 

's  In  observing  the  results  achieved  by  the  Kindergarten,  educators  have 
felt  that-  Frcebel's  great  discovery  of  education  by  occupations  must  have 
something  for  the  public  schools — that  a  further  application  of  the  '  puv 
ting  of  experience  and  action  in  the  plac6  of  books  and  abstract  thinking, 
could  be  maAz  beyond  the  fifth  or  sixth  year  of  the  child's  life.  Thii 
book  is  an  outgrowth  of  this  idea,  conceived  in  the  spirit  of  the  'New 
Education .' 

"It  will  be  widely  welcomed,  we  believe,  as  it  gives  concrete  method* 
of  work — the  very  aids  primary  teachers  are  in  search  of.  There  has  beeit 
a  wide  discussion  of  the  subject  of  education,  and  there  exists  no  little 
confusion  in  tae  mind  of  many  a  teacher  as  to  how  he  should  impro-** 
upon  methods  that  h:ive  been  condemned." 

Supt  J   W  Skinner,  Children's  Aid  Schools,  says  ;— "  It  is  highly  appi« 

Biated  by  our  teachers.    It  supplies  a  want  felt  by  all.'" 
Toledo  Blade-— "The  need  of  this  book  has  born  felt  by  teachers.' 
School  Education--*" Contains  a  great  many  fruitful  suggestions." 
Christian  Advance-—"  The  method  is  certainly  philosophical.'* 
Va,  £d-  Journal.—  "  The  book  is  an  outgrowth  of  Froebel  s  idea." 
Philadelphia  Teacher. — "  The  book  is  full  of  practical  information." 
Iowa  Teacher,—"  Kellogg's  books  are  all  good,  but  this  is  the  beat  f® 

teachers  ,* 
The  Educationist-— -"  We  regard  it  as  very  valuable." 
School  Bulletin.— "We  think  well  ot  this  book." 
QtkicagO  Intelligence,—"  Will  be  found  a  very  serviceable  book"' 


8ESB  ABL  OBiDERS  TO 

34     E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO 


No.  4.    Hughes'  Securing  and  Retaining  Atten* 

tion. 

By  James  L.  Hughes,  Inspector  Schools,  Toronto,  Canada. 
Author  of  Mistakes  in  Teaching.  Cloth,  116  pp.  Price, 
50  cents  ;  to  teachers,  40  cents  ;  by  mail,  5  cents  extra. 

This  valuable  little  book  has  already  become  widely  known 
to  American  teachers.  This  new  edition  has  been  almost 
entirely  re-written  and  several  new  important  chapters 
added.  It  is  the  only  edition  authorized  by  the  author.  The 
testimonials  to  the  old  edition  are  more  than  deserved  for  the 
new  one. 

Educational  Times.     England— " On  an  important  subject,  and 

admirably  executed." 
School  Guardian.    England.—"  We  unhesitatingly  recommend  it." 
New  England  Journal  of  Education.—"  The  book  is  a  guide  and  a 

manual  oi:  special  value." 
New  York  School  Journal.—"  Every  teacher  would  derive  benefit 

from  reading  this  volume." 

Chicago  Educational  Weekly— "  The  teacher  who  aims  at  best  suc- 
cess should  study  it." 
Phil.  Teacher.— "Many  who  have  spent  months  in  the  school-room 

would  be  benefitted  by  it." 
Maryland  School  Journal.—"  Always  clear,  never  tedious." 
Va.  Ed.  Journal.— "Excellent  hints  as  to  securing  attention." 
Ohio  Educational  Monthly.—"  We  advise  readers  to  send  for  a  copy." 
Pacific  Home  and  School  Journal— "An  excellent  little  manual." 
Prest.  James  H.  Hoose,  State  Normal  School,  Cortland,  N.  T.,  says  :— 

"  The  book  must  prove  of  great  benefit  to  the  profession.  ' 
Sunt.  A.  W.  Edson,  Jersey,  City,  N.  J.,  says:— "A  good  treatise  has 

long  been  needed,  and  Mr.  Hughes  has  supplied  the  want." 

No.  5.    The  Student's  Calendar. 

For  188*5.  Compiled  by  N.  O.  Wilhelm.  Elegant  design 
on  heavy  cardboard,  9x11  inches,  printed  in  gold  and 
color,  i'rice,  60  cts. ;  to  teachers,  48  cents. ;  by  mail,  8  cts. 
In  book  form,  for  any  year,  paper  cover.  Price,  30  cts. ; 
to  teachers,  24  cts. ;  by  mail,  3  cts.  extra. 

This  beautiful,  novel,  and  useful  calendar  is  designed  to 
assist  teachers  in  preparing  exercises  for  Memorial  Days, 
and  also  to  suggest  topics  for  "talks,"  compositions,  etc.  The 
idea  is  entirely  new.  Opposite  each  date  is  a  very  short  lifo 
of  some  great  man  who  was  born  or  died  on  that  day.  The 
design  is  superb,  and  printing,  etc.,  tasteful  and  elegant- 
making  it  an  ornament  for  anj  room. 


SEND   ALL  ORDERS  TO 

82    E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 


Terefs  First  Three  Years  of  Childhood. 

An  Exhaustive  Study  of  the  Psychology  of  Children.  By 
Bernard  Perez.  Edited  and  translated  by  Alice  M.  Christie, 
translator  of  "  Child  and  Child  Nature,"  with  an  introduction  by 
James  Sully,  M.A.,  author  of  "Outlines  of  Psychology,"  etc. 
l2mo,  cloth,  324  pp.     Price,  $1.50 ;  to  teachers,  $1.20 ;  by  mail,  10 

cents  extra.  ..,-,,,       j 

This  is  a  comprehensive  treatise  on  the  psychology  of  chudhooo,  ana 
is  a  practical  study  of  the  human  mind,  not  full  formed  and  equipped 
with  knowledge,  but  as  nearly  as  possible,  ab  origin*— before  habit, 
environment,  and  education  have  asserted  their  Bway  and  made  their 
permanent  modifications.  The  writer  looks  into  all  the  phases  of  child 
activity.  He  treats  exhaustively,  and  in  bright  Gallic  style,  of  sensa- 
tions, instincts,  sentiments,  intellectual  tendencies,  the  will,  the  facul- 
ties of  aesthetic  and  moral  senses  of  young  children.  He  shows  how 
ideas  of  truth  and  falsehood  arise  in  little  minds,  how  natural  is  iniita- 
tion  and  hew  deep  is  credulity.  He  illustrates  the  development  of  im- 
agination and  the  elaboration  of  new  concepts  through  judgment, 
abstraction,  reasoning,  and  other  mental'  methods.  It  is  a  book  that 
has  been  long  wantedby  all  who  are  engaged  in  teaching,  and  especially 
by  all  who  have  to  do  with  the  education  and  training  oi  children. 

"This  edition  has  a  new  index  of  special  value,  and  the  book  is  care- 
fully printed  and  elegantly  and  durably  bound.  Be  sure  to  get  our 
standard  edition. 

OUTLINE   OF   CONTENTS. 


CHAP.  !  CHAP 


I.  Faculties  of  Infant  before  Birth 
—First  Impression  of  New- 
born Child. 

II.  Motor  Activity  at  the  Begin- 
ning of  Life— at  Six  Months  — 
—at  Fifteen  Months. 

TTT.  Instinctive  and  Emotional  Sen- 
sations— First  Perceptions 

IV.  General  and  Special  Instincts. 
V.  The  Sentiments. 

VI.  Intellectual  Tendencies— Ver- 
acity—Imitation— Credulity 


IX.  Association  of  Psychical  States 
—Association — imagination. 
X.  Elaboration  of  Ideas— Judg- 
ment —  Abstraction  —  Com- 
parison —  Generalization  — 
Reasoning— Errors  and  Allu- 
sions—Errors and  Allusions 
Owing  to  Moral  Causes. 

XI.  Expression  and  Language. 
XII.  ^Esthetic        Senses  —  Musical 
Sense  —  Sense     of     Material 
Beautv  —  Constructive      ln- 


VTI   The  Will  stinct— Dramatic  Ingtmct. 

VIII.  Faculties  of  Intellectual  Acqui-    XIII.  Personalty  —  Reflection— Moral 
sition  and  Retention— Atten-  Sense, 

tion— Memory. 
Col   Francis  W.  Parker,  Principal  Cook  County  Normal  and  Training 
School,  Chicago,  says:—"  I  am  glad  to  see  that  you  have  published  Perez  s 
wonderful  work  upon  childhood.  I  shall  do  all  I  can  to  get  everybody  to  reaa 
it.    It  is  a  grand  work." 
John  Bascom,  Pres.  Univ.   of  Wisconsin,  says:— "A  work  of   marked 

G  Stanley  Hall,  Professor  of  Psychology  and  Pedagogy,  Johns  Hopkins 
Univ..  says:— "I  esteem  the  work  a  very  valuable  one  for  primary  aria  mi. 
dergarten  teachers,  and  for  all  interested  in  the  psychology  of  childhood. 

And  many  other  strong  covimendal iuv.s. 


SEND  ALL,  ORDSBS  TO 

Jg.  L.  KELLOGG  &  C!0.,  NEW  YORK  &  CHICAGO.     11 


Shaw  and  ^Donneli's  School  ^Devices. 

"  School  Devices."    A  book  of  ways  and  suggestions  foi 
teachers.  By  Edwaed  R.  Shaw  and  Webb  Donnell,  of  tba 
High  School  at  Yonkers,  N.  Y.    Illustrated.    Dark-folce 
cloth  binding,  gold,  l6mo,  224  pp.    Price,  $1.25  ;  to  teach' 
ers,  $1.00  ;  by  mail,  9  cents  extra. 
83*-A    BOOK    OF    "WAYS"    FOR    TEACHERS.^ 
Teaching  is  an  art ;  there  are  "  ways  to  do  it."    This  booij 
is  made  to  point  out  "  ways,"  and  to  help  by  suggestions. 

1.  It  gives  "  ways  "  for  teaching  Language,  Grammar,  Read- 
ing, Spelling,  Geography,  etc.  These  are  in  many  cases 
novel ;  they  are  designed  to  help  attract  the  attention  of  the 

pupil. 

2.  The  "  ways"  given  are  not  the  questionable  "  ways  'so 
often  seen  practiced  in  school-rooms,  but  are  in  accord  with 
the  spirit  of  modern  educational  ideas. 

3.  This  book  will  afford  practical  assistance  to  teachers  who 
wish  to  keep  their  work  from  degenerating  into  mere  routine. 
It  gives  them,  in  convenient  form  for  constant  use  at  the 
desk,  a  multitude  of  new  ways  in  wnich  to  present  old  truths. 
The  great  enemy  of  the  teacner  is  want  of  interest.  Their 
methods  do  not  attract  attention.  There  is  no  teaching 
unless  there  is  attention.  The  teacher  is  too  apt  to  think 
there  is  but  one  "way  "of  teaching  spelling;  he  thus  falls 
into  a  rut.  Now  there  are  many  "  ways  "  of  teaching  spell- 
ing, and  some  "  ways  "  are  better  than  others.  Variety  must 
exist  in  the  school-room  ;  the  authors  of  this  volume  deserve 
the  thanks  of  the  teachers  for  pointing  out  methods  of  obtain- 
ing variety  without  sacrificing  the  great  end  sought— scholar- 
ship. New  "ways"  induce  greater  effort,  and  renewal  of 
activity. 

4.  The  book  gives  the  xesult  of  large  actual  experience  in 
the  school-room,  and  will  meet  the  needs  of  thousands  of 
teachers,  by  placing  at  their  command  that  for  which  visits 
to  other  schools  are  made,  institutes  and  associations 
attended,  viz.,  new  ideas  and  fresh  and  forceful  ways  of 
teaching.  The  devices  given  under  Drawing  and  Physiolcgy 
are  of  an  eminently  practical  nature,  and  cannot  fail  tc 
invest  these  subjects  with  new  interest.  The  attempt  has 
been  made  to  present  only  devices  of  a  practical  character. 

5.  The  book  suggests  "  ways  "  to  make  teaching  effective  ;  it 
is  not  simply  a  book  of  new  "  ways,"  but  of  "  ways  "  that  will 
produce  good  results. 


SEND    *T.T.  OEDKRS  TO 

E.  L.  KELLOGG  &  CO.,  NEW  YORK  &  CHICAGO. 

_ i*B 


Augsburg's  Easy  Things  to  Draw, 

By  D.  R.  Augsburg,  Supt.  Drawing  at  Salt  Lakfc  City,  Utah. 
Quarto,  durable  and  elegant  cardboard  cover,  80  pp.,  with 
31  pages  of  plates,  containing  over  200  different  figures. 
Price,  30  cents;  to  teachers,  24  cents;  by  mail,  4  cents  extra. 

This  book  is  not  designed  to  present  a  system  of  drawing.  It 
is  a  collection  of  drawings  made  in  the  simplest  possible  way,  and 
so  constructed  that  any  one  may  reproduce  them.  Its  design  is 
to  furnish  a  hand-book  containing  drawings  as  would  be  needed 
for  the  school-room  for  object  lessons,  drawing  lessons,  busy 
work.  This  collection  may  be  used  in  connection  with  any  sys- 
tem of  drawing,  as  it  contains  examples  suitable  for  practice.  It 
may  also  be  used  alone,  as  a  means  of  learning  the  art  of  draw- 
ing. Aa  will  be  seen  from  the  above  the  idea  of  this  book  is  new 
and  novel.  Those  who  have  seen  it  are  delighted  with  it  as  it  so 
exactly  fills  a  want.  An  index  enables  the  teacher  to  refer  in- 
stantly to  a  simple  drawing  of  a  cat,  dog,  lion,  coffee-berry,  etc. 
Our  list  of  Blackboard  Stencils  is  in  the  same  line. 

Augsburg s  Easy  Drawings  for  the  Geo- 

gkapht  Class.     By  D.  R.  Augsbueg,  B.  P.,  author  of  "Easy 
Things  to  Draw."     Contains  40  large  plates,  each  containing 
from  4  to  60  separate  drawings.     96  pp.,  quarto  cardboard 
cover.     Price  50  cents;  to  teachers,  f°  cents;  by  mail  5  cents 
extra. 
In  this  volume  is  the  same  excellent  work  that  was  noted  in  Mr. 
Augsburg's  "  Easy  Things  to  Draw. "     He  does  not  here  seek  to 
present  a  system  of  drawing,  but  to  give  a  collection  of  drawings 
made  in  the  simplest  possible  way,  and  so  constructed  tnat  any 
one  may  reproduce  them.     Leading  educatois  believe  that  draw- 
ing has  not  occupied  the  position  in  the  school  course  hereto- 
fore that  it  ought  to  have  occupied:  that  it  is  the  most  effectual 
means  of  presenting  facts,  especially  in  the  sciences.     The  author 
has  used  it  in  this  book  to  illustrate  geography,  giving  draw- 
ings of  plants,   animals,  and    natural  features,   and   calling  at- 
tention to  steps  in  drawing.     The  idea  is  a  novel  one,  and  it  is 
believed  that  the  practical  manner  in  which  the  subject  is  treated 
will   make  the  book  a  popular  one  in  the  school-room.     Each 
plate  is  placed  opposite  a  lesson  that  may  be  used  in  connection, 
Ar  index  brings  the  plates  instantly  to  the  eys- 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 


Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


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OCT  i2  1940 

MAY      7   1351 

AUG      1  1952 
AUG      1    1952 


JAN  1  6  2001 


LD  21-100wi-9,'48(B399sl6)476 


rti  J5U^ 


677762 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


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